Influences on students’ social-behavioural development at age 16 : Effective Pre-School, Primary & Secondary Education Project (EPPSE): September 2014

Book synopsis: The Effective Pre-school, Primary and Secondary Education study (EPPSE) has investigated the academic and social-behavioural development of a national sample of approximately 3,000 children across different phases of education, from the age of 3+ years to age 16. This Research Brief focuses on the relationships between a range of individual student, family, home, pre-school, primary and secondary school characteristics and students’ social- behavioural development at age 16, the end of compulsory education. The social-behavioural development of young people is important in its own right because it contributes to well-being, and also because it can influence current and future academic achievement, and shape developmental pathways. EPPSE derived four measures of social behaviour from individual student assessments made by teachers. These are ‘self-regulation’ (problem-solving, motivation, self-confidence, assertiveness etc.), ‘pro-social behaviour’ (peer empathy, co-operation, altruism etc.), ‘hyperactivity’ (reduced self-control, impulsiveness etc.) and ‘anti-social behaviour’ (verbal abuse, aggression etc.). For the full details of the these and other analyses of EPPSE students' GCSE results, attitudes, social behaviour, and secondary school experiences at age 16, and their destinations after Year 11 see Sammons et al., 2014a, b, c and d; Taggart et al, 2014; Siraj et al., 2014 and Sylva et al., 2014