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Enhancing Non-Cognitive Outcomes

We take the wider outcomes of education seriously, including but beyond attainment and cognitive development, to issues such as mental health, well-being, attitudes and aspirations, personality, trust and civic participation. We have produced evidence on a number of popular interventions in which educational outcomes were targetted through tackling non-cognitive constructs.

Current projects include

  • Evaluation of Writing about Values
  • Evaluation of Children's University social action trial
  • Evaluation of Youth United Social Action Trial
  • Research into non-cognitive and KS2 attainment impacts of philosophy for children
  • Research into the non-cognitive impacts of Philosophy for Children (P4C)

Recent relevant publications include

Siddiqui, N. and Gorard, S. and See, B. H. (2022) 'Can We Teach Non-Cognitive Outcomes? A Quasi-experimental Study of Philosophy for Children.', Education Sciences, 12 (5). p. 322.

Minbashian, A., Beckmann, N., Wood, R.E. (2018). Emotional intelligence and individual differences in affective processes underlying task-contingent conscientiousness. Journal of Organizational Behaviour.

See, B.H. and Ibbotson, L. (2018) A feasibility study of the impact of the Kodály-inspired music programme on the developmental outcomes of four to five-year-olds in England, International Journal of Educational Research, Vol 89, pp. 10-21.

Siddiqui, N. & Ventista, O.M. (2018). A review of school-based interventions for the improvement of social-emotional skills and wider outcomes of education. International Journal of Educational Research 90: 117-132.