Research findings suggest that if social and cognitive behaviors are negative during childhood, there is a high possibility of poor academic performance in adolescence.
A research team, including Professor Michelle Black from the University of Liverpool, presented on the impact of the development of social and cognitive skills during childhood on academic performance in adolescence on the 10th (local time). The research results were published in the international journal 'Archives of Disease in Childhood.'
Utilizing the UK Millennium Cohort Study, the researchers tracked the social and cognitive developmental patterns of 9,084 children from ages 3 to 14. They employed the Strengths and Difficulties Questionnaire (SDQ) to assess emotional regulation, behavioral problems, attention deficit, and peer relationships. The questionnaire was completed by parents when their children were 3, 5, 7, 11, and 14 years old.
Subsequently, the researchers verified whether these children met the passing criteria (grade 4) in at least five subjects of the General Certificate of Secondary Education (GCSE) taken at the age of 16. In this process, all factors that could influence the results, including gender, race, household income, and education level, were controlled.
The analysis revealed that the group with the highest failure rate had consistently experienced social and cognitive issues from ages 3 to 14. This group was 4.5 times more likely to fail compared to the group without issues. The group with problems appearing between ages 3 and 7 was 4 times more likely to fail compared to the group without issues, while the group with social and cognitive problems arising after age 7 was found to be 2.5 times more likely to fail.
Professor Park Juhyung from Gyeongin National University of Education said, "Many studies show that when students are emotionally insecure or psychologically withdrawn, it negatively impacts their academic achievement. There is also research indicating that students who experience school bullying find it difficult to concentrate in class due to anxiety."
The researchers also estimated that about 17% of GCSE failure cases among 16-year-olds are related to social and cognitive issues in childhood. They emphasized the need for integrated policies, considering that children's health and education policies should be closely linked rather than treated separately. However, they added that this study does not prove causality, and further research is necessary for a more detailed understanding.
Meanwhile, there is growing interest in children's social competency in the country. Professor Park noted, "The Ministry of Education has established a department related to Social and Emotional Learning (SEL), and various educational offices are implementing policies emphasizing this. SEL is becoming increasingly important since it influences not only emotional regulation but also collaboration and the formation of social relationships."
Reference materials
Archives of Disease in Childhood (2025), DOI: https://doi.org/10.1136/archdischild-2024-327963