This NFER study suggests cognitive and behavioural skills gaps which emerge in early years - if identified and addressed as children progress through education - could support improved labour market outcomes. It is based on a hypothesis that children’s cognitive and behavioural skills are precursors for their EES in early adulthood.
The report indicates inequalities in cognitive and behavioural outcomes in young children become more entrenched and harder to impact as they get older. However, the report stresses that there remains considerable scope to influence young people’s outcomes at an older age, and that with the appropriate support, they can catch-up.
According to the report, intervening at an early age to support young people who have low cognitive and behavioural skills and are at risk of falling behind is critical to improving their future outcomes. The consequence of inaction could see increasing numbers of young people leaving education without the skills and qualifications they need to enter growing occupations, which are predominantly professional occupations requiring higher skills, particularly EES. This will only add to the existing skills shortages in the UK and further constrain national efforts to stimulate growth.
To deliver future skills needs and grow the economy, the government needs to adopt a ‘cradle to grave’ approach to skills development, promoting the development of a broad mix of cognitive, behavioural, and technical specific knowledge and skills, starting from the early years.
The report also says that differences in children’s material, emotional and educational environments at home influence not just their starting points when they enter school but also their progress through every stage of primary and secondary education.