Ingrid Schoon. 

Children need certain social and emotional skills in order to adapt well to school and later life. This has become increasingly recognised in recent years, most notably by policy-makers. They have focused growing attention on how potential ‘character’, ‘non-cognitive’, or ‘soft’ skills can be developed in children and young people.

Social and emotional competences refer to a set of attitudes and behaviours, including motivation, perseverance, self-control, social engagement and collaboration (See here for more details). There is however no consensus about a key set of core social and emotional competences, and how these are defined and operationalised. Nor is there sufficient understanding of how social and emotional competences develop over time and in context.

New research from the IOE’s Social Research Institute (SRI) published in the British Education Research Journal suggests that some children need more support than others in developing socio-emotional competences, and that they need it at a young age. The support they need (more…)