Primary school children’s beliefs associating extra-curricular provision with non-cognitive skills and academic achievement

Research output: Contribution to JournalArticle


This article focuses on the beliefs of primary school children aged 7–11
years in England concerning the impact of adult-led after-school
extended provision (EP) on their development of non-cognitive skills
(NCS). In responses to a questionnaire survey and focus group
interviews, children were more positive than parents, teachers and
school governors, believing EP enabled them to acquire numerous NCS,
including most emotional intelligence competences, but excluding social
skills related to locus of control. Findings support the argument that EP
affording NCS development may enhance academic achievement,
indicating that NCS development embedded in primary curricula may
also benefit academic achievement.
Original languageEnglish
Pages (from-to)37-53
Number of pages17
JournalEducation 3-13: International Journal of Primary, Elementary and Early Years Education
Issue number1
Early online date30 Jan 2019
Publication statusPublished - 2 Jan 2020


Bibliographical note

Jane Murray is Associate Professor and Co-Director at the Centre for Education and Research, University of Northampton, UK. She has published extensively on early childhood education and social inclusion, and is Editor of the International Journal of Early Years Education.


  • Non-cognitive skills
  • Academic achievement
  • Emotional intelligence
  • Extra-curricular activities
  • Performativity

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