Many South African children begin school without the foundational skills needed to succeed, due to early-life adversity and limited access to quality early childhood development. New research supported by PEP and GEAI shows that socio-emotional skills—such as self-regulation, emotional readiness, and peer relationships—are strong predictors of later academic success.
Children with stronger socio-emotional skills at school entry perform significantly better in Grade 2 literacy and mathematics, even after accounting for cognitive ability, socio-economic background, and school quality. These benefits are especially marked among boys, learners from wealthier households, and those in better-resourced schools.
Importantly, socio-emotional skills are associated with improved academic outcomes across the socio-economic spectrum, offering a promising lever to reduce learning gaps—particularly when reinforced by supportive school and home environments.
Find out more about the research methods, findings, and policy recommendations in the following PEP publication:
Heleen Hofmeyr (South Africa)
