Nurturing Social And Emotional Learning Across The Globe Findings From The Oecd Survey On Social And Emotional Skills 2023
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Nurturing Social and Emotional Learning Across the Globe Findings from the OECD Survey on Social and Emotional Skills 2023
The OECD’s Survey on Social and Emotional Skills (SSES) 2023 represents the largest global initiative to gather comparable data on the development of social and emotional skills - including creativity, empathy, achievement motivation, responsibility and collaboration skills - among 10- and 15-year-old students. The report - Nurturing Social and Emotional Learning Across the Globe - reveals striking disparities both within and between participating countries and subnational entities in how these critical skills are fostered in schools, homes and society. These findings offer insights into the relationship between educational environments and student outcomes, highlighting the urgent need for improvements. Key recommendations focus on enhancing school policies and practices (e.g. teachers’ feedback, training, preparedness and attitudes; teaching of these skills across subjects offline, digitally and remotely; and extra-curricular activities), improving school climates (e.g. student belonging; relationships; and handling of bullying and stress), and advancing gender equality (e.g. challenging stereotypes; and ensuring equitable access to careers and parental support for skill development). This report serves as a vital resource for policymakers and practitioners seeking to improve social-emotional learning worldwide.
Social and Emotional Skills for Better Lives Findings from the OECD Survey on Social and Emotional Skills 2023
Social and Emotional Skills for Better Lives presents results from the OECD’s Survey on Social and Emotional Skills (SSES) 2023. SSES is the largest international effort to collect data on these skills among 10- and 15-year-old students. The report explores how the following skills differ by socio-demographic groups and how they relate to key life outcomes: task performance skills (persistence, responsibility, self-control and achievement motivation); emotional regulation skills (stress-resistance, emotional control and optimism); engaging with others skills (assertiveness, sociability and energy); open-mindedness skills (curiosity, creativity and tolerance); and collaboration skills (empathy and trust). The results show that students’ social and emotional skills – or 21st century skills – are linked to better life outcomes, including academic success, greater life satisfaction, healthier behaviours, less test and class anxiety, and more ambitious career plans. The Survey also finds that these skills are inequitably distributed among students by age, gender, and socio-economic background. SSES 2023 was conducted in Bulgaria, Chile, Peru, Spain, Mexico, Ukraine, Bogotá (Colombia), Delhi (India), Dubai (United Arab Emirates), Emilia-Romagna (Italy), Gunma (Japan), Helsinki (Finland), Jinan (China), Kudus (Indonesia), Sobral (Brazil) and Turin (Italy). Results are compared to SSES 2019, which took place before the COVID-19 pandemic.
PISA 2022 Results (Volume III) Creative Minds, Creative Schools
The OECD Programme for International Student Assessment (PISA) examines what students around the world know and can do. This volume – Volume III, Creative Minds, Creative Schools – is one of five volumes presenting the results of the eighth round of the PISA assessment. For the first time, in 2022, PISA assessed students’ capacity to engage in creative thinking in 64 countries and economies, defined as students’ capacity to produce original and diverse ideas. This volume describes student performance in creative thinking in different contexts and how creative thinking performance and attitudes vary across and within countries and economies. It examines differences in performance by student characteristics, including gender and socio-economic status, as well as school-characteristics. The volume also offers an insight into school leader and teacher attitudes towards creative thinking, how opportunities for students to engage in creative thinking vary across schools, and how these factors are associated with student outcomes.