Adolescence, a period of significant cognitive, emotional, and social development, is an important stage for examining how early socio-emotional skills influence well-being.

We investigate the longitudinal association between early childhood socio-emotional skills (age 5) and life satisfaction during early (ages 10–11) and late adolescence (ages 14–15), using data from approximately 2,000 children with information collected at these ages in Understanding Society. Specifically, we examine whether socio-emotional skills are associated with lower life satisfaction, measured in three domains: appearance, family, and life as a whole. Regression analyses were employed controlling for key demographic factors, including sex, ethnicity, and socioeconomic status (SES), to ensure robust findings.

Preliminary results show that socio-emotional difficulties are consistently associated with lower life satisfaction. A one standard deviation (SD) increase in the total difficulties score corresponds to a decrease of 0.06 SD in appearance satisfaction, 0.09 SD in family satisfaction, and 0.12 SD in overall life satisfaction during early adolescence. In late adolescence, the negative impact is slightly greater, with reductions of 0.12 SD in appearance satisfaction, 0.11 SD in family satisfaction, and a 0.14 SD in overall life satisfaction. Furthermore, moderation analyses reveal that sex and ethnicity shape these associations, particularly in late adolescence.

This study contributes to the growing evidence on the influence of early socio-emotional competencies on later life by exploring their impact on well-being throughout adolescence. The results emphasise the importance of early interventions to promote socio-emotional development.

Co-Authors

Professor Michaela Benzeval; Dr Cara Booker, University of Essex