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

• DOI: 10.1111/bjep.12735
• Publication Date: 2025-01-17T11:44:55Z
• Authors: Emma J. Carpendale; Melissa J. Green; Sonia L. J. White; Kate E. Williams; Stacy Tzoumakis; Oliver J. Watkeys; Felicity Harris; Kirstie O'Hare; Vaughan J. Carr; Kristin R. Laurens
• Keywords: Numeracy; Social emotional learning

Abstract Background The transition from primary to secondary school presents a challenging developmental milestone which often marks decline in academic performance. Social–emotional skills are recognized as fundamental success but longitudinal research is needed determine the extent of their association over this period. Aim This study sought between self‐reported social–emotional competencies students final year (Year 6; age ~11 years) and reading numeracy performance first 7; ~12 years). Sample used large Australian sample ( n = 23,865), drawn New South Wales Child Development Study population cohort. Methods Middle Childhood Survey–Social–Emotional Learning assessment, administered during Year 6, comprises five defined by Collaborative for Academic, Social Emotional (CASEL): Self‐Awareness, Self‐Management, Awareness, Relationship Skills Responsible Decision‐Making. These data were linked with students' 7 scores standardized National Assessment Program–Literacy Numeracy measure. Associations examined multi‐level structural equation models accounted prior 5) achievement sociodemographic covariates. Multi‐group analyses explored invariance across girls boys. Results Self‐Awareness Self‐Management demonstrated significant meaningful positive relationships invariant sex boys significantly stronger associations than on numeracy. Conclusion Findings suggest that bolstering intrapersonal may safeguard into school.