The Study on Social and Emotional Skills - The Study

 

The Study on Social and Emotional Skills helps cities and countries assess and improve social and emotional skills amongst children and young people. The main characteristics of the study are presented below.

 

What is the purpose of the study?

The purpose of the study is to:

  • provide participating cities and countries with information on the social and emotional skills of their students
  • provide insights on how to support students to develop social and emotional skills
  • demonstrate that valid, reliable, and comparable information on social and emotional skills can be produced across diverse populations and settings.

 

Who will be surveyed?

The Study will take a single snapshot of two cohorts of students, ages 10 and 15 to understand: 

  • the level and spread of children’s social and emotional skills at two important points of children's lives
  • the individual and contextual factors that influence the development of these skills in children
  • the differences in the level and spread of social and emotional skills of children aged 10 and 15
  • the similarities and differences in the effects of contextual factors on students at two different age groups.

 

Where will the survey take place?

Skills measurements and data collection on school learning contexts will be mainly administered in schools.

 

What kind of information will be collected in the Study?

The Study will gather information on:

  • children’s social and emotional skills
  • family, school and community learning contexts
  • background characteristics of children, teachers and parents.

 

What domains are to be included in the Study?

At the highest level of abstraction, socio-emotional skills constructs can be classified into five broad domains. The below figure summarises these 5 domains that will be included and measured in the Study.

Proposed Social and Emotional Skills Framework

 ‌Social and Emotional Skills domains

 

How will the survey be administered?

The survey will provide a comprehensive overview of children’s social and emotional skills through direct and indirect assessment and contextual background questionnaires.

 

Direct assessment: the five domains of social and emotional skills

The direct assessment will measure the five domains of social and emotional skills: collaboration, emotional regulation, task performance, engaging with others, and open-mindedness. The assessment will be in the form of self-report questionnaires and will be delivered on computers. Apart from the direct assessment of social and emotional skills, students will fill out a background questionnaire that is used to collect other relevant information about the student’s background and activities.

 

Indirect assessment: social and emotional skills

The indirect assessment of children’s social and emotional skills will be obtained from parents and teachers through parent and teacher questionnaires.

-          Parents/caregivers will provide information on children’s social and emotional skills, and behaviours that they observe at home.

-          Teachers will provide information on children’s social and emotional skills and behaviours that they have observed in the school setting.

 

Collection of contextual information

The parents’ questionnaire will be used to collect information on the student’s socio-demographic characteristics, parental background, home environment, and community characteristics.

The teacher questionnaire will be used to gather information on the teacher’s background, school climate, and the quality of the teacher’s relationship with the student.

 

What are the anticipated outputs?

The Study will produce:

  • a set of validated international instruments to measure social and emotional skills of school-aged children
  • a dataset with information on the level and spread of social and emotional skills of children at ages 10 and 15, obtained from multiple sources, and accompanied with a wide scope of background and contextual variables
  • an improved understanding amongst policy-makers, education leaders, teachers, parents and other stakeholders on the critical role of social and emotional skills and the types of policies and practices that support the development of these skills
  • an improved understanding of whole child development, specifically as it relates to the development of social and emotional skills of children and youth.

 

 

What is the timeline?

The study will begin in 2017 and be carried out over a three year period. Below is an indicative timeline of milestones and activities:

  • design phase: 2017
  • instrument development: 2017/2018
  • project meeting of participating cities/countries meet twice a year
  • item trialling new/adapted items: 2018
  • field testing in participating countries: 2018
  • administering the Study in cities and countries: 2019
  • analysis and conclusions: 2019/2020
  • results and findings to city/country representatives: mid-2020
  • release of findings: late 2020.

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