The role of social and emotional skills in narrowing the gap: To what extent can interventions targeting social and emotional skills improve education

有很好的证据表明，儿童的社交和情感技能，如自我控制、韧性、自我认知和社交技能，与在学校和以后的生活中取得的一系列积极结果有关。然而，在英国，很少有强有力的研究探索这种技能可以通过干预改变的程度，也没有在英国学校进行的实验研究评估报告的社交和情绪技能变化对长期结果的影响。尽管在教育政策和实践中越来越热衷于优先考虑这些技能(最近在“品格”的概念下)，但关于它们的延展性和与其他结果的因果关系的证据有限。

There is good evidence that children's social and emotional skills such as self-control, resilience, self-perceptions and social skills are associated with a range of positive outcomes at school and later in life. However, few robust studies in the UK have explored the extent to which such skills can be changed through intervention, and no experimental studies in UK schools have assessed the impact of reported changes to social and emotional skills on long-term outcomes. Despite growing enthusiasm in education policy and practice to prioritise such skills (recently under the concept of 'character'), evidence on their malleability and causal relationship with other outcomes is limited.