There are lots of ways that children and young people can learn SES. For example, at school, through PSHE lessons, extra-curricular activities, or working with pastoral care staff or counsellors. Local authorities and third-sector organisations provide a wide range of activities including: sports, youth clubs, or social action. But the inconsistency of current SES provision is striking. The reality is that some children and young people may not get any of these opportunities at all. Those who took part in our research strongly argued that all children need SES (difficulties and challenges in life happen to us all), but provision is particularly important for those experiencing disadvantage or deprivation. Working within the diversity and complexity of the delivery landscape is a challenge for any policy development.

People we interviewed also told us that the inclusion of SES in the accountability framework of schools is key to making provision more effective and equitable. This should be combined with strong leadership driving a ‘whole school approach’, whereby SES are embedded, modelled and reinforced through the curriculum as well as through all interactions between staff and students.

We found that in the youth sector, regardless of what the core activity is, developing SES is seen as an intrinsic part of the work. The importance of building a strong evidence base was emphasised as being a priority.

Ensuring quality is another big issue. This is about having the evidence of what works, how and with whom, so that children are receiving effective provision that does good not harm. It also means ensuring staff receive the right training so they have the skills and expertise to develop SES in the children and young people they work with. There is real potential here for the education and youth sectors to learn from each other.

Recognising the achievements children and young people make in developing SES is also seen as important within the youth sector. A system of accreditation or certification is not only seen as being important for future employers or further education, but also to broaden the definitions of success from the current focus on academic achievement.

Finally, we must not fail to include the voice of children and young people in any accountability framework. It is important to ensure that the main stakeholder is represented.

So lots of challenges, but clear consensus from those who took part in our research of the importance of developing SES so that our children and young people can flourish.