Economic Stress, Non-cognitive Skill Development and Life Outcomes

The Australian Early Development Census reports 33% of disadvantaged Australian children are developmentally vulnerable. This study’s aim is to identify policies in which the fostering of non-cognitive skills (NCS, such as conscientiousness, etc.) in schools can improve life outcomes for disadvantaged children. The project will identify the mechanisms behind differential development and returns to NCS between rich and poor, in particular how the exposure to economic stress inhibits NCS functioning and development. Given that 5.6% of Australian GDP/year is invested in education, this is crucial to design cost-effective education policies. The findings will be used to propose policies to reduce inequality and maximise the welfare of society.