The NFER-led study is based on a hypothesis that children’s cognitive and behavioural skills are precursors for their Essential Employment Skills (EES). The six EES are – communication, collaboration, problem-solving, organising, planning and prioritising work, creative thinking and information literacy.
It claims that differences in children’s material, emotional and educational environments at home influence their ‘starting points’ when they enter school and progress through every stage of primary and secondary education.
Also, children’s extra-curricular engagement is positively associated with their behavioural and cognitive development between the ages of eight and 17. The report highlights how children from disadvantaged backgrounds often have less access to these opportunities.
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