This presentation examines the relationship between socio-emotional skills at school entry and academic achievement in literacy and mathematics by Grade 2, using South African data. The study finds that children with stronger socio-emotional skills (such as emotional regulation, social interaction, and relationship-building) perform better in both subjects later on. These effects are most pronounced among children in well-resourced schools and those who also enter school with stronger cognitive skills. This presentation highlights the importance of holistic early childhood development that integrates socio-emotional learning alongside cognitive preparation.
