Promoting effective transitions: Primary school social–emotional competencies predict secondary school reading and numeracy achievement

Background

The transition from primary to secondary school presents a challenging developmental milestone which often marks a decline in academic performance. Social–emotional skills are recognized as fundamental to academic success but longitudinal research is needed to determine the extent of their association over this transition period.

Aim

This study sought to determine the association between self-reported social–emotional competencies of students in their final year of primary school (Year 6; age ~11 years) and reading and numeracy performance in their first year of secondary school (Year 7; age ~12 years).

Sample

The study used a large Australian sample (n = 23,865), drawn from the New South Wales Child Development Study population cohort.

Methods

The Middle Childhood Survey–Social–Emotional Learning assessment, administered during Year 6, comprises the five competencies defined by the Collaborative for Academic, Social and Emotional Learning (CASEL): Self-Awareness, Self-Management, Social Awareness, Relationship Skills and Responsible Decision-Making. These data were linked with students' Year 7 reading and numeracy scores from the standardized National Assessment Program–Literacy and Numeracy measure. Associations were examined in multi-level structural equation models which accounted for prior (Year 5) academic achievement and sociodemographic covariates. Multi-group analyses explored invariance across girls and boys.

Results

Self-Awareness and Self-Management demonstrated significant and meaningful positive relationships with reading and numeracy performance. Associations with reading were invariant by sex but boys demonstrated significantly stronger associations than girls on numeracy.

Conclusion

Findings suggest that bolstering primary school students' intrapersonal social–emotional competencies may safeguard their academic achievement over the transition into secondary school.