The Primary School Employability Debate Misses the Point: Life Skills Come First
Recent headlines about government proposals for primary schools to identify children at risk of future unemployment have sparked strong reactions. Some have dismissed the idea as absurd. Others have questioned whether schools should be expected to take on yet another responsibility. But perhaps the headlines are distracting us from the real story.
This is not, at its heart, a conversation about employment. It is a conversation about child development.
The phrase "identifying children at risk of unemployment" creates an uncomfortable image. It can suggest that teachers are being asked to predict future careers, assess economic value or place labels on children as young as five years old.
However, when we reframe the conversation around child development, the focus shifts.
Decades of research consistently show that children's long-term outcomes are profoundly influenced by their early experiences, relationships, emotional wellbeing and sense of belonging. Difficulties with emotional regulation, communication, trust, attendance, engagement and resilience can emerge early in life. If left unsupported, these challenges may accumulate over time, affecting educational achievement, wellbeing and, eventually, participation in further education, employment or training.
What is being described as an "employment problem" is often a much earlier developmental challenge.
Children who can manage their emotions, build positive relationships, cooperate with others, resolve conflict, demonstrate empathy and seek support from safe and trusted adults are significantly more likely to experience positive outcomes later in life.
These are not simply "work skills". They are life skills. They begin developing long before a young person writes a CV, attends an interview or enters the workplace.
This proposed requirement does not mean schools should become employment forecasting centres. Rather, it recognises that schools are uniquely placed to notice when a child may be struggling with the foundations that support healthy development and wellbeing.
Educators see first-hand whether children can form and maintain friendships, manage setbacks and disappointment, participate confidently in respectful interactions, seek support when needed, and build trusting relationships with safe adults. They are often among the first professionals to notice when a child may be experiencing anxiety, low self-esteem, social difficulties or emotional distress.
These observations are not about predicting a child's future. They are about understanding a child's present needs. The goal should never be to label children as future "NEETs" (Not in Education, Employment or Training). Instead, it should be to identify barriers early enough for support to make a meaningful difference.
Children who feel connected, supported and listened to are better able to regulate their emotions, develop resilience and build positive self-esteem. This is why relational practice sits at the heart of effective education. Simply put, children learn best when they feel safe, known and valued.
This conversation reinforces why PSHE (Personal, Social, Health and Economic Education) and RSHE (Relationships, Sex and Health Education) are so important. At Coram SCARF, we help schools build the capabilities that evidence suggests underpin lifelong wellbeing and success. Through high-quality teaching, carefully sequenced learning and practical resources, children develop self-awareness, emotional literacy, empathy, resilience, positive relationships and help-seeking behaviours.
These are essential foundations for positive mental health, wellbeing and healthy relationships.
They are also foundations that support future participation in education, employment and society. Importantly, their value does not lie in making children more productive workers. Their value lies in helping children thrive as human beings.
Perhaps the challenge is not the government proposal itself, but the language surrounding it. When we talk about "spotting future unemployment", we risk reducing children to economic outcomes and unintentionally creating damaging labels like NEET’s.
When we talk about child development, wellbeing, relationships and resilience, we focus on what really matters.
Every educator knows that children arrive at school with different experiences, strengths and challenges. The question is not whether they can identify those who need additional support. The more important question is how they can act early enough to provide it.
A child who struggles to manage emotions, build friendships, attend regularly or trust adults today is not destined for poor outcomes tomorrow. With the right relationships, support and opportunities, developmental trajectories can change.
This conversation is not ultimately about predicting employment outcomes. It is about recognising children's needs early and ensuring they are taught and have the emotional, social and relational foundations required to flourish.
At Coram SCARF, we believe that helping children develop emotional literacy, resilience, healthy relationships and a strong sense of self is not an optional extra within education. It is fundamental to children's wellbeing, learning and life chances.
The earlier these foundations are invested in, the greater the opportunity for every child not only to succeed, but to thrive.