Social competence in more able students: a professional enquiry

Abstract

Social competence is extremely important for the welfare and development of school children and is sometimes low in more able children, whose needs are as important as those of students with any other special educational need or disability.  Low social competence in more able students can stem from – amongst other causes – bullying or a congenital condition such as autism or Asperger’s Syndrome.  This study used a triangulation of qualitative (interviews) and quantitative (analysis of existing progress and behavioural data) methodologies to assess the impact of low social competence as a barrier to learning in more able students.  Detailed interviews with students, tutors and teachers revealed extremely complex relationships between social competence, ability, progress and attainment.  In conclusion, the need for teachers to get to know individual students personally was stressed.  Factors such as confidence, teacher communication and parental involvement and support (stemming from a stable, happy home life) were all found to both affect social competence and have impacts on other aspects of school life for students.