Resilience, Character and Social and
Emotional Skills – where next for
Education Policy?
Wifi:
hhonors
Aims of the day
• Review the evidence on social and emotional skills and
identify areas of promise, gaps and priorities
• Share work underway to build the evidence further
• Explore ways of measuring social and emotional skills
• Discuss potential for working together on this agenda
The increasing recognition of
social and emotional skills
• Growing interest from government and policy makers in
concepts such as grit, resilience and character.
• Schools put time and effort into developing such skills
with little support or guidance; impact rarely captured.
• There is increasing evidence that these things matter for
later outcomes.
• Gaps remain in understanding how to define, improve
and measure social and emotional skills, and how far
changes lead to long-term outcomes.
• EEF is keen to help fill these gaps and work with others
to build the evidence.
Philosophy for Children (P4C)
• Teaches young children the basics of philosophical thinking.
Individual reflection and small group discussions, following by
whole-class discussion. Cost is £16 per pupil.
• Aim is to help children become more willing and able to ask
questions, construct arguments, reflect, take turns, and engage in
reasoned discussion.
• RCT in 54 school, Years 4 & 5, outcomes in KS2 found:
• improved attainment and social and emotional skills. Teachers and
pupils report improved behaviour, relationships and confidence.
Promoting Alternative Thinking
Strategies (PATHS)
• Social and emotional learning programme: lessons cover topics
such as identifying feelings, controlling impulses, reducing stress,
and understanding other people’s perspectives. £12 per pupil.
• Trials in US shown promising effects. But RCT in 45 schools found:
– No positive effect on attainment
– Teachers felt there was lack of time to implement fully
– Difficulty in adapting programme to UK context
• Waiting to see social and emotional outcomes: may take longer than
two years to feed through to academic outcomes?
EIF interest in SEL
• Social and emotional
learning (SEL) important
opportunity for early
intervention to impact on
a number of key
outcomes
• Featured in many EI
programmes in Allen
Reports and part of
original EIF mission
EIF interest in SEL
• Work includes:
– What Works Review of Parent Child Interactions
Conception to 5
– What Works Review: analysis of longitudinal data on
Social and Emotional Learning; school + youth
programmes
– What Works Rapid review of Prevention of Gang and
Youth Violence programmes.
– Work in local places: local authorities, schools,
communities build resilience/social and emotional skills
• Future work: with Joseph Rowntree Foundation on SEL
and children/young people in or at risk of poverty
Promoting the
Development of social,
emotional and cognitive
skills
Ingrid Schoon and Bilal Nasim
UCL, Institute of Education
Early Intervention Foundation
22 October 2015
Fostering social, emotional and cognitive
skills
 What is the evidence regarding assessment
of social and emotional skills and their longterm outcomes?
 Which skills to prioritize and why?
 What does the evidence suggest regarding
interventions?
 What are the gaps in the evidence base
that future work needs to address?
9
Measuring social, emotional and cognitive skills in
early childhood
 The notion of social and emotional skills refers to a
set of attitudes, behaviours, and strategies that are
thought to underpin success in school and at work,
such as motivation, perseverance, and self-control.
 They are usually contrasted with the ‘hard skills’ of
cognitive ability in areas such as literacy and
numeracy, which are measured by academic tests.
 Social and emotional skills can reliably be
measured, even at early age
 yet, there is inconsistency in how different skills
are conceptualised and there are variations of
assessment by age and context
Gutman & Schoon,
2013
10
Key skills needed to get ahead
• Self-control, self-regulation, perseverance (grit): relates to the ability to
resist short-term impulses in order to prioritise a higher pursuit
• Self-perceptions: belief in one’s ability to accomplish a goal (self concepts,
self efficacy)
• Motivation: refers to intentions and underlying beliefs about why to
accomplish a goal (achievement goals; intrinsic/extrinsic motivation;
expectancy-value)
• Social Competencies reflect skills that allow one to get along with others
(e.g. approaching and collaborating with others).
• Emotional stability often defined by the absence of psychological problems,
neuroticism, anxiety or depression
• Resilience concerns the ability to succeed despite significant challenge,
while Coping involves strategies such as problem-solving and optimistic
thinking used to manage stressful situations.
• Cognitive skills: verbal and non-verbal capabilities (literacy, numeracy,
executive function, creativity).
• Metacognitive Strategies: knowledge about and control over one’s own
cognitive system (planning, monitoring, regulating behaviour, learning
strategies).
Gutman & Schoon,
What is the evidence regarding
the long reach of early skills?
• Single study evaluations – often using observational cohort studies
• focus on selected skills and distinct outcomes
• few studies that examine simultaneously multiple skill sets, combination of
skills across outcomes
• Mostly association studies, do not establish causality
• Meta analytic reviews
• summarize and synthesize findings across multiple studies
• yield more reliable and precise estimation of program impact than single
evaluation studies
• common metric known as effect size
• can examine variation according to methodology of the evaluation,
characteristics of target population, implementation
• yet most reviews focus on a specific skill, population, outcome, or
intervention type
• ‘Review of review’ approach to summarize meta-analytic evidence
• Maryland Scientific Evidence Scale to assess quality of evidence
Our own analysis: what we do
• Using the 1970 British Cohort Study, we estimate the
association between a number of social and emotional skills
measured at age 10, and a wide range of outcomes measured
at age 42
• We condition on a broad set of child, parent and family
characteristics
• We describe whether each social and emotional skill matters
more for certain outcomes than others
• [We explore the extent to which formal educational attainment
mediates skill-outcome associations]
13
Data: Social and Emotional Skills
(Age 10)
1. Self-perceptions/Self-awareness:
 Self-esteem
 Academic self-concept
 Locus of control
1. Self-control/Self-regulation:
 Good conduct (reverse of Rutter Externalising scale)
 Conscientiousness
2. Social Skills:
 Peer relationships
3. Emotional Health:
 Reverse of Rutter Internalising scale
14
Data: Outcomes (Age 42)
1. Psych well-being: 4.
 Life satisfaction
 Well-being
 Malaise
Labour market:
7. Health
 In top job
behaviours:
 In employment
 Exercise
 Hourly pay
 Smoking
 Job satisfaction
 Drinking
1. Education:
8. Other:
 Has a degree 5. Family:
 In a partnership
 Interest in
 Has children
politics
2. Socio-economic
 # children (if any)
status:
 Net family income
6. Physical health:
 Net wealth
 In social housing  Self-rated health
 Obesity
15
Data: Controls
1. Child:
 Birth-weight (Birth)
 Gender (Birth)
 Older siblings (Age 5)
 Ethnicity (Age 10)
 Cognitive ability (Age 10)
 Education (Age 30)
3. Family:
 Gross income (Age 10)
 Social housing tenure
(Age 10)
2. Parent:
 Mother/Father Education
(Birth)
 Mother Age (Birth)
 Mother Mental health (Age 5)
 Mother/Father Employment
16
(Age 10)
Locus of
Control
Selfconcept
Selfesteem
Good
Conduct
-
Conscient
iousness
-
Emotiona
l Health
Social
Skills
Cognitive
Ability
+
+
-
+
-
-
+
Pol Int
No. Child
Children
Partner
Drinking
Smoking
Exercise
Obese
Health
Job Sat
Wage
Emp
Top job
Wealth
Soc-H
Fam Inc
Degree
Life-sat
Malaise
Well-B
Results: Overview
Today’s children? (Preliminary work)
• In the BCS, born in 1970:
 Children in low-income households exhibit poorer conduct
and emotional health
 Boys exhibit poorer conduct, but slightly better emotional
health
Today’s children? (Preliminary work)
• In the BCS, born in 1970:
 Children in low-income households exhibit poorer conduct
and emotional health
 Boys exhibit poorer conduct, but slightly better emotional
health
• We compare the BCS children with those in the Millennium
Cohort Study, 2000:
Today’s children? (Preliminary work)
• In the BCS, born in 1970:
 Children in low-income households exhibit poorer conduct and
emotional health
 Boys exhibit poorer conduct, but slightly better emotional health
• We compare the BCS children with those in the Millennium Cohort
Study, 2000:
 Low-income deficits in good conduct and emotional health
appear to have increased
Today’s children? (Preliminary work)
• In the BCS, born in 1970:
 Children in low-income households exhibit poorer conduct
and emotional health
 Boys exhibit poorer conduct, but slightly better emotional
health
• We compare the BCS children with those in the Millennium
Cohort Study, 2000:
 Low-income deficits in good conduct and emotional health
appear to have increased
 Gender differentials in good conduct and emotional health
unchanged
Today’s children?
• Ages 3-11 trajectories
in Conduct
 By family income
 Strong social
gradient in conduct
 Apparent by age 3
 Remains broadly
constant to age 11
 By gender
 Boys display
greater conduct
problems
 Apparent by age 3
!
Today’s children?
• Ages 3-11 trajectories
in Emotional Health
 By family income
 Strong social
gradient in
emotional health
 Apparent by age 3
 Remains broadly
constant to age 11
 By gender
 Little difference by
gender
!
Conclusions from our analysis
• Childhood social and emotional skills matter for a very wide
range of adult outcomes
 Self-control (conduct, conscientiousness), internal locus
of control and social skills especially
Conclusions from our analysis
• Childhood social and emotional skills matter for a very wide
range of adult outcomes
 Self-control (conduct, conscientiousness), internal locus
of control and social skills especially
• Many outcomes are predicted (simultaneously) by multiple skills
and different skills predict different outcomes
 Social and emotional skills are not homogenous –
dimensionality important
Conclusions from our analysis
• Childhood social and emotional skills matter for a very wide range of
adult outcomes
 Self-control (conduct, conscientiousness), internal locus of
control and social skills especially
• Many outcomes are predicted (simultaneously) by multiple skills and
different skills predict different outcomes
 Social and emotional skills are not homogenous –
dimensionality important
• Social and emotional skills are at least as important as cognitive ability
for mental well-being and health outcomes, and some SES/labour
market outcomes (e.g. wealth, employment)
 Less important for other SES/labour market outcomes (e.g. top
job, wages, degree)
Conclusions from our analysis
•
Childhood social and emotional skills matter for a very wide range of adult outcomes
 Self-control (conduct, conscientiousness), internal locus of control and social
skills especially
•
Many outcomes are predicted (simultaneously) by multiple skills and different skills
predict different outcomes
 Social and emotional skills are not homogenous – dimensionality important
•
Social and emotional skills are at least as important as cognitive ability for mental wellbeing and health outcomes, and some SES/labour market outcomes (e.g. wealth,
employment)
 Less important for other SES/labour market outcomes (e.g. top job, wages,
degree)
•
This suggests there are potentially significant benefits to effective interventions which
enhance social and emotional skills, as a complement to cognitive learning
There is no silver bullet
• Social and emotional skills comprise a large number of dimensions
and capabilities and disparate approaches are used to define and
measure them
• These skills interact, shape and reinforce other domains of individual
functioning, such as cognitive development and risk behaviours
• For example: self efficacy, motivation and problem solving skills
work together to explain academic learning and success in
school
 more than one skill is needed to promote successful
development
 Importance of combined skill set, comprising cognitive as well
as social and emotional skills
Gutman & Schoon, 2013; Goodman, Nasim, Joshi, 2015
To what extent are skills malleable?
• Evidence on interventions
• Not many prospective longitudinal studies– mostly short term
• Focus on follow-up studies of children; less evidence on adolescents
• Available data sources do not necessarily cover a full range of skills
measured in childhood nor of life domains in adults
• Causality
• Observed associations are not causation – despite controls for factors
which may have given rise to both the skill and the outcomes
• Need for randomized controlled trials and long-term follow-ups
• Understanding of processes
• How do skills develop and are maintained
• Biological basis
• what works why, how and when
Gutman & Schoon,
2013
What is the evidence?
Intervention
type
Scope
Location
Target Age
Strength of
Evidence of
Causal
Effect*
Low (works
however best
for at-risk kids)
Low to
Medium
Mentoring
Selected
CommunityBased**
School-Age
Service
Learning
Universal
SchoolBased***
School-Age and
University
Outdoor
Adventure
Universal,
Selected,
Targeted
Outdoors
Older children
Low to
and Adolescents Medium
SEL
Universal
School-Based School-Age
Low to
Medium
Note. * Large effect size on other outcomes (d = .80); Medium = Medium effect size (d = .50);
Low = Low effect size or none given (d = .20). **Findings suggest that community-based
compared to school-based programmes have larger effects. ***Findings suggest that schoolbased compared to community-based programmes have larger effects.
Gutman & Schoon, 2013, 2015
Characteristics of successful interventions
• Informed by developmental theory, prevention science and previous evidence
• Universal aimed at the general population
• Provide structure and limits that are developmentally appropriate, supportive
relationships and sense of belonging
• Targeted interventions need a strategy and knowledge about how to reach
the most disadvantaged (gaining trust and cooperation)
• Involve parents, teachers and the wider community
• Continuity of staff
• Providing somewhere to go to, something to do, and someone to talk to
(safety, structured activity, reflection)
• Execution and implementation are well planned and designed, well trained
staff, clear goals, rules and sanctions
Gutman & Schoon, 2013, 2015
Future research – some suggestions
• Test development using new technologies, such as web based assessments,
social media or experience sampling
• More information on process data, i.e. how to build social and emotional
skills through interactions with others, what are the characteristics of these
exchanges and how can quality characteristics of process implementation
be assessed
• More information on contextual influences (cumulative risk, cultural
variations in response, etc)
• Attention to potential response bias
• Better understanding of the intergenerational transmission of behaviours
• Better understanding of biological foundations
• Need for more evidence regarding causal processes
• Linking skills to outcomes
• linking interventions to behaviour change
Thank you
Bilal Nasim
Ingrid Schoon
UCL Institute of Education
33
References
• Goodman, A., Joshi, H., Nasim, B., & Tylor, C. (2015). Social
and emotional skills in childhood and their long-term effects
on adult life. http://www.eif.org.uk/wpcontent/uploads/2015/03/EIF-Strand-1-Report-FINAL1.pdf.
• Gutman, L., & Schoon, I. (2013). The impact of non-cognitive
skills on outcomes for young people. A literature review.
http://educationendowmentfoundation.org.uk/uploads/pdf
/Non-cognitive_skills_literature_review.pdf
• Gutman, L. & Schoon, I. (in press). Preventive interventions
for children and adolescence. A review of meta-analytic
evidence. European Psychologist
• OECD. (2015). Skills for social progress. The power of social
and emotional skills.: OECD Skills publishing.
http://www.oecd-ilibrary.org/education/skills-for-socialprogress_9789264226159-en
EEF’s approach to building the
evidence on SES and character
Matt van Poortvliet
matthew.vanpoortvliet@eefoundation.org.uk
www.educationendowmentfoundation.org.uk
EEF approach to building the
evidence on SES
• Current state of evidence:
– strong correlational evidence of links between SES and longterm outcomes
– some evidence that skills / character can be changed through
intervention (change usually self-reported)
– the gap: limited causal evidence of how changes in SES
lead to other outcomes, especially long-term
• EEF focus:
– improve outcomes for disadvantaged children & narrow the gap
– understand how far SES are malleable, and how changes lead
to improved outcomes at school and beyond
– evaluate promising approaches to inform schools’ decisionmaking
Some ideas we’re trialling…
•
What is the impact of teaching philosophy in
primary schools?
•
Does encouraging children to adopt a ‘growth
mindset’ improve resilience and attainment?
•
What impact does being in the Scouts or
Cadets have on attainment and wider skills?
•
What impact does increased physical exercise
have on motivation, attention and attainment?
•
What effect does a social and emotional
learning curriculum have in primary and
secondary schools?
•
What is the impact of one-to-one mentoring
and support for children at risk of dropping
out of school?
EEF approach to SES
Early EEF projects focused on improving SES as a way to
improve attainment.
Increasingly EEF is interested in SES as an outcome in
addition to attainment:
New Character and Education
projects
Intervention
Phase
Outcomes
(measures)
Domains
Scale and
stage
Positive Action: A social and emotional
learning programme to develop selfconfidence, positive behaviour &
teamwork.
Primary, whole
school
•
•
•
•
Self-perception
Social skills
Persistence
Empathy
•
•
•
•
Attainment
Self-perception
Social skills
TBC
•
•
•
15 schools
6,300 pupils
Pilot
Zippy’s Friends. A teacher-led
programme of weekly stories and
activities to increase coping skills.
Key Stage 2
•
•
Resilience & coping
Social competencies
•
•
Attainment
Resilience
•
•
•
70 schools
2,700 pupils
Efficacy RCT
FRIENDS: A cognitive behavioural
therapy based programme, which aims
to reduce anxiety and depressive
symptoms in young people.
Key Stage 2
•
•
•
Resilience & coping
Self-esteem
Well-being
•
•
•
Attainment
Resilience (PSWQ)
Well-being
•
•
•
80 schools
2,700 pupils
Efficacy RCT
Oracy Framework: Approaches that
help schools embed speaking and
listening skills within their core
curriculum, developed by School 21.
Cross phase
•
•
Communication skills
Social skills
•
•
Attainment
Speaking and listening
(Oracy Assessment tool)
•
•
•
12 schools
1,800 pupils
Pilot
Changing Mindsets: Workshops for
pupils, and training for teachers, to
encourage a “growth mindset” where
pupils recognise that results depend on
effort, not natural intelligence.
Key Stage 2
•
•
•
•
Self-concept of ability
Self-efficacy
Motivation
Resilience
•
•
•
Attainment (KS2)
Growth Mindset
Resilience
•
•
•
100 Schools
4,500 pupils
Effectiveness
RCT
Self-affirmation: Simple exercises
designed to “reaffirm” pupil’s personal
identity, and reduce stereotype threat.
Key Stage 4
•
•
Self-concept of ability
Self-efficacy
•
Attainment (GCSE)
•
•
•
25 schools
7,800 pupils
Efficacy RCT
EEF’s approach to measurement
on social and emotional skills
Emerging principles:
• select measures related to the theory and aims of an
intervention
• select measures that are reliable, validated and practical
to deliver, from test database
• measure attainment and social and emotional skills as
primary outcomes where appropriate
• be selective about what is measured
• work towards consistent set of measures across trials
• understand the relationship between changes in SES
and other outcomes over the long-term (eg, links to
attainment and employment)
Developing a common set of
measures
• Testing database: summarises most promising measures in a
given domain – work in progress
• Describes measures, practical issues, validity, references etc.
• No ‘best measure’ but aim to work towards a common set
The strength of
evidence for
programmes that
enhance social and
emotional skills
Leon Feinstein
20 October 2015
With thanks to co-authors Kirsten
Asmussen, Haroon Chowdry and Jack
Martin and Ilenia Piergallini
@theEIFoundation
eif.org.uk
First Principles
Evidence Standards
An intervention may be judged as effective if it can
demonstrate a meaningful impact through a rigorous
evaluation
Good RCTs/QEDs can indicate causality and
enable assessment of scale of impact.
Assessing programmes
•
•
•
•
Programmes can go up and down,
They can split or merge or change.
The evidence on programmes changes
They operate different in different
places
Key findings from Social and Emotional Learning review
Looked at programmes available in the UK that aim to enhance the
social and emotional skills development of children and young people
aged 4-20 years.
Programmes in school and out-of-school settings were included. A broader call for
evidence in youth sector was supported by Demos.
Evidence pre-rating
1
2
3
4
School (% of 39)
5
18
46
31
Non-school (% of 55)
40
49
5
5
Strong and consistent support for the impact of social and emotional skills
programmes implemented in schools. There is a range of programmes with good
evidence of effectiveness.
The evidence for programmes delivered in out-of-school youth settings is weaker
but this is a sector clearly in transition with substantial new evidence emerging.
@theEIFoundation | eif.org.uk
The Best Start at Home
Review
• A systematic search for interventions that aim to support preschool children’s social,
emotional, self-regulatory and cognitive development through parent/child
interaction.
• 100 programmes identified
• 82 interventions available and identifiable
• 72 providers responded to our request for information
Findings
12
(15%)
26
23
(32%)
(28%)
15
(18%)
3
3
(4%)
(4%)
Findings
Findings
Key Messages
• C-5 early interventions should be
 developmentally specific
 carefully tailored to need
 of the right dose
• We found that programmes focusing on behaviours have better evidence of
effectiveness than those focused on attachment or early cognitive skill
• Targeted programmes of these sorts have better evidence of effectiveness than do
more universal activities of these sorts.
• Interventions that aim to support attachment security should target parental drivers at
all points in early child development – not just during pregnancy or the child’s first year
• The third birthday is an ideal time to identify behavioural and language problems and
offer well targeted interventions
PRESENTATION TITLE
@theEIFoundation | eif.org.uk
Measuring social and
emotional skills
Robin Banerjee
School of Psychology, University of Sussex
robinb@sussex.ac.uk
www.sussex.ac.uk/psychology/cress
Some challenges
◦
Definitions
◦
Multidimensionality
◦
Multiple measurement approaches
◦
Multiple informants
Overlapping terminology
Social
competence
Emotional
health and
well-being
Social and
emotional
intelligence
Emotional
literacy
Social and
emotional skills
Social and
emotional
understanding
Resilience
and
character
Intersecting domains
Behaviour
Emotion
Motivation
Cognition
Relationships
Methods and informants
Observation
Selfreport
Behaviour
Emotion
Parent,
teacher,
peer report
Assessment
tasks
Cognition
Observation
Selfreport
Motivation
Parent,
teacher,
peer report
Selfreport
Relationships
Selfreport
Parent,
teacher,
peer report
Two (blurry) dichotomies
◦ dispositional traits vs. skills
◦ adjustment outcomes vs. underpinning
competencies
Two (blurry) dichotomies
◦ dispositional traits vs. skills
◦ adjustment outcomes vs. underpinning
competencies
What do we want to
measure?
◦ Social and emotional adjustment
◦ Mental health difficulties and behavioural problems
◦
◦
◦
◦
Strengths and Difficulties Questionnaire
Eyberg Child Behavior Inventory
Children’s Depression Inventory
Spence Child Anxiety Scale etc.
◦ Life satisfaction and well-being
◦ Huebner Student Life Satisfaction Scale
◦ Short Warwick Edinburgh Mental Well-Being Scale etc.
◦ Self-perceptions and self-worth
◦ Harter Self-Perception Profile for Children
◦ Marsh Self-Description Questionnaire etc.
◦ Peer relationships
◦ Asher & Wheeler Loneliness and Social Dissatisfaction
Scale
◦ Parker & Asher Friendship Quality
◦ Kouwenberg et al. Best Friend Index
◦ Coie & Dodge sociometric nominations etc.
My Class
My Feelings
◦ Overall social competence and ‘generic social
and emotional skills’
◦ see systematic review by Humphrey et al. (2011)
◦ Gresham and Elliott Social Skills Improvement
System
◦ Walker-McConnell Scale of Social Competence
◦ Merrell School Social Behavior Scales etc.
Social and emotional
understanding
◦ the ‘false belief’ task
difficult for autistic children (Baron-Cohen et al., 1985)
◦ huge range of tasks across early years and
the school years
◦ Denham affective perspective-taking tasks
◦ Nowicki & Duke – Diagnostic Analysis of NonVerbal Accuracy
◦ Happe & Frith – Strange Stories
◦ Pons & Harris – Theory of Mind Test and Test of
Emotion Comprehension
◦ social understanding can be demonstrated to
improve through conversation-based
interventions
*
*
Lecce et al. (2014)
Link social and emotional
understanding to adjustment
and other competencies
◦ Fantuzzo & McWayne Penn Interactive Peer
Play Scale
◦ social competence ratings
◦ sociometric nominations
◦ academic achievement
Emotion recognition and
labelling at age 2-3
helps other children
sharing toys
Interactive peer play
comforts others
shows positive emotions
Mathieson & Banerjee (2010)
Caputi et al. (2012)
More cooperative
behaviour at age 6
Theory of Mind at age 5
More peer acceptance
and less peer rejection
at age 7
Lecce et al. (in prep.)
Less peer rejection at
age 7
Theory of Mind at age 5
Better academic
achievement at age 8
Difficulties with social
understanding
Early peer rejection
More peer rejection!
Banerjee et al. (2011)
Managing feelings
◦ executive function skills
◦ e.g., Day/Night, Tower of Hanoi, Wisconsin Card
Sort etc.
◦ emotion regulation
◦ e.g., Shields & Cicchetti Emotion Regulation
Checklist
◦ coping strategies
◦ e.g., Wright et al.’s adapted Self-Report Coping
Scale
Motivation and persistence
◦ assessment tasks (e.g., task choice,
persistence with challenging puzzle)
◦ Midgley Patterns of Adaptive Learning Scale
◦ Schwarzer General Self-Efficacy scale
Implementing measures at
school: Some considerations
◦ Screening for ‘problems’
◦ Needs assessment
◦ Tracking change
◦ Quantitative vs. qualitative
◦ Multiple informants/contexts
Questions for discussion
• How do we build measures that are developmental
rather than accountability focused?
• Would schools benefit from more support and guidance
about different approaches? If so, what?
• Can we agree on a name for this subject? ‘Non-cognitive
skills’, ‘Character’, ‘Social and emotional skills’, ‘Skills for
life and work’, ‘Soft skills’, ‘Non academic skills’…