Outcomes of Social–Emotional Development: A Longitudinal Study of Academic Achievement

What is it about?

Different aspects of social–emotional development in early childhood—including self-regulation, hyperactivity, emotional problems, and peer problems—have each been shown to individually influence academic achievement into primary and secondary school. Environmental and demographic factors have also been shown to influence a child’s academic development. The current study extends previous work to consider a broader array of antecedents and measures and their relative relations with later academic outcomes. Parent-reported data on a nationally representative sample of children at ages 3 and 5 years, and academic assessment at age 7, from the Millennium Cohort Study were analyzed. Results indicated contributions from the child’s social–emotional, environmental, and demographic background on their academic progress. These results suggest diverse factors in early childhood are important predictors of later academic success, and could assist in programs to support parents and educators

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Why is it important?

Our findings show the importance of early childhood socio-emotional development on later academic achievement in school. Also the study considers socio-emotional factors concurrently with other parental and environmental factors that have been shown to influence later academic outcome.

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