This research examined the relationship between kindergarten type (public or private) and academic performance and classroom behaviours of Kuwaiti third-grade girls, and the role of parents’ educational level in their choice of kindergarten and private tutoring. This study used a comparative quantitative, cross-sectional design, with a purposive, complete sample of 46 third-grade girls from two classes taught by the researcher. The study involved tests, observations and surveys. The findings showed that girls who attended private kindergartens achieved higher scores in Arabic, with a statistically significant and moderate effect size (Cohen’s d = 0.60); however, given the borderline significance (p = .049), this finding should be interpreted with caution. Although higher mean scores were also observed in English, and slight differences in Mathematics and classroom behaviours were noted, these differences were not statistically significant. There was also a statistically significant relationship between fathers’ educational level and kindergarten type, with more educated fathers sending their daughters to private kindergartens. But no significant associations were observed between kindergarten type or fathers’ education level and private tutoring. These results indicate that the association between kindergarten type and outcomes may be complex and confined to certain areas. Socio-cultural factors, including the use of private tutoring, play an important role in learning. This study calls for more longitudinal and qualitative studies to explore these issues further and provides implications for policy and practice. Findings are interpreted through the Input–Process–Output (IPO) framework to contextualize interactions between early educational environments and later outcomes. A key limitation is the reliance on a small, purposive sample, which may affect generalizability.
