Photo credit: English Speaking Union
Schools’ main focus is on developing children’s core academic knowledge and skills in literacy, numeracy, and range of curriculum subjects. But there are other skills that are increasingly seen as important to children’s wider development: ‘essential life skills’ such as confidence, social skills, self-control, motivation, and resilience. These are the attitudes, skills and behaviours that are thought to underpin success in school and work, and include the ability to respond to setbacks, work well with others, build relationships, communicate effectively, manage emotions, and cope with difficult situations. Such skills are often referred to as ‘social and emotional skills’, ‘soft skills’, ‘non-cognitive skills’ or ‘character’. They are usually seen as distinct from academic knowledge and skills, however, they are increasingly thought to play an important part in learning, as well as contributing to children’s wider development, well-being and readiness for life beyond school. This report, authored by Carl Cullinane and Rebecca Montacute, highlights the recognition among teachers, employers and young people on how important life skills are to the success of young people, exploring current provision for life skills development in state schools and the level of demand for improvement.
- Schools should focus on ensuring a wider range of their pupils develop a broad array of non-academic skills, through both classroom strategies and extra-curricular enrichment activities such as debating, cultural visits and volunteering. There should be a particular focus on increasing take-up by those from a disadvantaged background.
- The Government should introduce a means-tested voucher system, or encourage schools to do so, as part of the pupil premium. Through this, lower income families could access additional support and enrichment, including extra-curricular activities and one-to-one tuition.
- Schools should take a ‘whole-school’ approach to engendering life skills in young people. Life skills education should be embedded in the day to day curriculum, through extra-curricular activities, and through dedicated programmes. Social and Emotional Learning programmes and the Personal Social Health and Economic Education curriculum can help to develop skills such as confidence, resilience and ability to work with others. These values should be embedded in the school ethos, assemblies, lessons, school clubs and societies, and in staff-student and staff-parent relationships. It is this consistency of message and environment that is crucial for embedding life skills. A dedicated school lead would help to facilitate this approach.
- Government and Ofsted should work with the sector to provide a greater level of resources, information and tools to support teachers who wish to develop the essential life skills of their pupils. Greater co-ordination between government and organisations such as the Education Endowment Foundation (EEF) would help highlight these resources to teachers. Evidence should be at the heart of life skills education and resources provided by the EEF and Early Intervention Foundation should be used to inform the most effective strategies for schools and teachers. The EEF has already funded 12 trials in this area, and is planning a number more over the next three years.
- Programmes for developing life skills require robust evaluation, so that schools have better guidance on the most effective approaches. A number of approaches currently being trialled appear promising: including training teachers to improve mindsets and resilience in their students, structured after-school clubs, social action activities, and social and emotional learning programmes.
- The development of essential life skills by schools should be incentivised and rewarded. While significant challenges remain to the reliable measurement of outcomes, the extent to which schools are actively promoting life skills development through the curriculum, extra-curricular activities and dedicated programmes – particularly for those from more disadvantaged groups – should be included in Ofsted inspection criteria.
- With the Department for Education encouraging greater cooperation between employers and schools, employers should engage with schools and young people to develop their understanding of the wider non-academic skills that are most needed in different workplaces. Businesses could also expand their work experience and apprenticeship programmes to ensure that young people entering the job market are better prepared for the workplace. Young people should also have access to high quality careers guidance that promotes the development of these skills.