The Study on Social and Emotional Skills - About 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 is involved in the Study?

SES Various Stakeholders

L‌ike all OECD surveys, the Study on Social and Emotional Skills is organised as a project with a complex management structure and multiple stakeholders, involving national and international institutions, policy makers, researchers, experts and administrators.

 

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.

 

What is the expected sample size?

The expected sample size for the main study will be 3000 students for each age cohort.

 

The Study will use a two-stage stratified sampling model:

  • First stage will select a random sample of schools.
  • Second stage will select a random sample of individual students within the selected schools.

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 skills are to be included in the Study?

The Study draws on a well-known framework in the field of social and emotional skills - the Big Five model.

 

The below figure summarises these 5 domains that will be included and measured in the Study, and lists the 19 specific social and emotional skills that will be included in the field test, which includes 3 "compound" skills. Compound skills represent combinations of two or more individual skills. For example, self-efficacy represents a combination of skills from the conscientiousness (task performance), emotional stability (emotional regulation) and the extraversion (engaging with others) categories of the Big Five.

 

The Study is aiming to include 15 skills in the main study for the older cohort and 10-12 skills for the younger cohort.

 

    OECD Study on Social and Emotional Skills - Skills to be included in the field test

SES The Big Five Domains ‌

 

 

How will the survey be administered?

The survey will provide a comprehensive overview of children’s social and emotional skills through direct assessment of students, and indirect assessment via reports from parents and teachers. Background characteristics of students and their parents will also be collected, as well as information on family, school, and community learning contexts. 

Administration of instruments

SES Administration of instruments

 

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 are the key phases of the Study?

 

SES Phases of the Study

What is the timeline?

SES Study Timeline

 

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