Primary school children’s beliefs associating extra-curricular provision with non-cognitive skills and academic achievement

ABSTRACT

This article focuses on the beliefs of primary school children aged 7–11 years in England concerning the impact of adult-led after-school extended provision (EP) on their development of non-cognitive skills (NCS). In responses to a questionnaire survey and focus group interviews, children were more positive than parents, teachers and school governors, believing EP enabled them to acquire numerous NCS, including most emotional intelligence competences, but excluding social skills related to locus of control. Findings support the argument that EP affording NCS development may enhance academic achievement, indicating that NCS development embedded in primary curricula may also benefit academic achievement.

KEYWORDS:

• Non-cognitive skills
• academic achievement
• emotional intelligence
• extra-curricular activities
• performativity

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr Jane Murray is an Associate Professor and Senior Lecturer in Education at the Centre for Research and Education. She teaches, researches and has published extensively in the fields of education and early childhood education, with special focus on social justice and she has advised governments on educational issues in countries including Bhutan, Ethiopia, Estonia and the UK. Jane holds UK qualifications as a teacher and a head teacher and prior to working in higher education, she taught in schools and early childhood settings in England for two decades.

David Cousens is Senior Lecturer in Education in the Faculty of Education and Humanities and Deputy Subject Leader for Initial Education at the University of Northampton. Prior to working in higher education, David was awarded a law degree (Exeter). He then qualified as a teacher and worked in leadership positions in a range of schools in England, gaining a headship qualification before his appointment as head teacher of a rural primary school. David’s specialist research interests include blended learning in higher education; he is currently completing an EdD.

ORCID

Jane Murray http://orcid.org/0000-0001-7000-0901