This report is a follow-up to the ERC’s 2020 report Reading, Mathematics and Science Achievement in DEIS schools: Evidence from PISA 2018 (Gilleece, Nelis, Fitzgerald, & Cosgrove, 2020) which detailed the reading, mathematics and science achievement of students in DEIS and non-DEIS schools. Achievement levels of students in DEIS schools were examined with reference to the targets set out in the national strategy to improve literacy and numeracy (DES, 2011). Findings show that in PISA 2018, the average reading score in DEIS schools was at the level of the OECD average. Although average reading achievement was lower in DEIS than in non-DEIS schools, the difference between the two was smaller in 2018 than in 2009. In PISA 2018 mathematics and science, students in DEIS schools scored below the OECD average. Average mathematics and science scores of students in DEIS schools were also significantly below those of students in non-DEIS schools. This report builds on the earlier work by providing a detailed examination of differences in the home backgrounds of students in DEIS and non-DEIS schools. Also, we give consideration to some school contextual factors and examine broader student outcomes and dispositions, such as wellbeing, the value that students place on education, their motivation, and aspirations for future learning and employment. In focusing on the wider picture, we recognise that while achievement in reading, mathematics and science represent important outcomes of schooling, they offer a partial view of the purposes and outcomes of education.