New research published today by the Sutton Trust reveals that 96% of teachers think life skills are as or more important than formal academic qualifications in determining how well young people do in adulthood, with 51% saying they are more important. But around half of state school teachers say they do not have the time or sufficient training to focus on this. State school teachers are twice as likely as private school teachers to say their school doesn’t provide good opportunities for pupils to develop these non-academic skills (just under 1 in 5 compared to 1 in 10).

As the Government’s curriculum review gets under way, the Sutton Trust’s report, Life Lessons 2024, looks at the current provision for pupils to develop life skills such as confidence, motivation, resilience and communication, which are important for young people’s success, both in schools and in the workplace. The Government’s review aims to build a curriculum ‘that ensures children and young people leave compulsory education ready for life and ready for work, as well as building the knowledge, skills and attributes young people need to thrive’. This includes embedding digital, oracy and life skills into their learning.

With a focus on the development of oracy skills – how pupils learn to speak confidently and fluently – the Sutton Trust’s report includes a survey of teachers and school leaders via Teacher Tapp. 37% of senior leaders say oracy is embedded in some lessons (for example, English or History) while less than a third (31%) say this is the case for all lessons.

Differences in the approaches taken by private and state schools are likely an indication of the differing needs of pupils at these schools, with those attending private schools more likely to have opportunities outside school to develop confident speaking skills. For example, state school teachers are more likely to have had training in oral language interventions than private school teachers (30% vs 19%); with state schools also more likely to have a whole school oracy strategy (28% vs 17%), an oracy lead (26% vs 15%) and small group interventions outside lessons (25% vs 14%).

However, private schools are much more likely to have a debating club or similar, with over half (53%) reporting this compared to less than 1 in 5 state schools (18%).

Case studies in the report reinforce these differing needs and approaches, with Jonathan Noakes, Director of Teaching and Learning at Eton College, saying “In my experience, while few private schools will have an explicit oracy programme, they are encouraging the use of oracy all the time. Debating can be a good way for anyone struggling with these skills to make progress.

 “Of course, there are things that Eton does which could not necessarily be replicated in every state school. The majority of boys come to us already very confident about speaking up in front of peers and adults. Eton also has small class sizes.”

 Alice Byrne, Senior Assistant Head Teacher, Stoke Park School, a state comprehensive in the city centre of Coventry, says “For us, oracy is embedded throughout the curriculum, from when students first start in year 7, right the way up into sixth form. In lessons, we specifically set aside time for students to talk.

 “This is achieved through our ‘Add, Build, Challenge’ model. Our teachers model good communication, and allow students opportunities to practise and correct their communication. We have a comprehensive induction programme for all new staff on our approach.”

The biggest barriers to improving oracy reported in state schools were not enough teaching time (48%), not enough staff time (46%), and not enough teacher training or development (46%).

If the Government were to commit additional funding to oracy, 68% of state school senior leaders would like to see additional teacher training, 50% want implementation of a whole school oracy strategy, and 30% suggested one-to-one or small group oracy interventions outside of lessons.

The Sutton Trust has called for the ongoing curriculum review to include a specific focus on improving life skills for students from lower socio-economic backgrounds, who often have least access to the extra-curricular activities likely to help them develop these essential skills. It says government should also consult widely with schools on the pros and cons of existing approaches, given many schools are already working to improve the oracy and speaking skills of their students.

Sir Peter Lampl, Founder of the Sutton Trust and Founder of the Education Endowment Foundation, said:

“The ability to express ideas and thoughts confidently and articulately is essential for young people to advocate for themselves in university and job applications, and to get on in the world of work. State schools generally have to work much harder than independent schools as their pupils are likely to have fewer opportunities to develop these skills in their home life and through co-curricular activities.

“While many state schools are already doing a lot to ensure a good level of oracy provision, they should also develop these skills through activities like debating clubs and outside speakers. The Government’s focus on boosting provision of life skills through the curriculum review is very welcome. This should enable us to learn from evidence as to what is happening in schools, and crucially it should take account of the needs of employers.”

Jon Williams, Partner & Lead of BCG’s Social Mobility Network, said:

“Speaking skills are a key part of the essential skills young people need to succeed in the workplace, giving them the confidence to communicate effectively, collaborate, and contribute meaningfully in their careers. A focus on nurturing these skills can ensure that every young person is better prepared to thrive in professional environments, regardless of their background. Employers also play a key role and as a proud partner of The Sutton Trust for nearly 20 years, BCG is committed to supporting young people of all backgrounds to thrive at work.”

Notes to editors:

  • The full report, Life Skills 2024, can be accessed here: https://www.suttontrust.com/our-research/life-lessons-2024/‎
  • Teachers were surveyed on 2 August 2024 via the online platform Teacher Tapp. Up to 7,978 teachers responded to a set of 5 questions, including up to 1,951 members of Senior Leadership. Survey responses are weighted to represent the national teaching population, according to school funding, phase and region, along with teacher age, gender and level of seniority.