What the Research Says About School Readiness

July 8, 2025

What the Research Says About School Readiness

Starting school is a big milestone – but what does it really mean to be ready?

At Dr Gummer’s Good Play Guide, we believe school readiness goes far beyond knowing letters and numbers.

We conducted a literature review to explore the evidence on what children truly need to feel confident and capable as they take their first steps into formal education.

A Whole-Child Approach

While many assume school readiness is mainly about academic ability, the evidence shows it’s much broader. Children need a balanced mix of skills to thrive – not just in the classroom, but in everyday school life. Our Balanced Play Diet has been championing this approach for over a decade.

Cognitive and language skills – memory, talking, and problem-solving
Physical development – coordination, motor skills, and self-care
Social and emotional skills – managing feelings, making friends, building resilience
Positive approaches to learning – curiosity, confidence, and persistence

Why It Matters

Teachers in both the UK and USA are seeing more children start school without these essential skills. This can make it harder to focus on learning, as teachers first need to help children manage basic tasks like listening, sharing, or regulating emotions.

The COVID-19 pandemic made this worse, especially for disadvantaged families. Many children missed out on key early learning experiences, like outdoor play and social interaction.

Challenges Highlighted by Existing Research

Inequality: Social and economic factors strongly influence school readiness
Testing too early: An overfocus on scores can sideline wellbeing
Reduced play: Less free, active play limits development
Transition anxiety: Emotional readiness is often overlooked

What Makes a Difference?

The evidence clearly supports a few protective factors that help children thrive:

Strong relationships with caregivers and teachers
High-quality early years settings
Accessible, inclusive places to play
Parent involvement in early learning
Play-based, child-led approaches

“Every child deserves to start school feeling confident, excited and supported, not tested, pressured or left behind.”

– Dr Amanda Gummer

Our Call to Action

This review calls for a shift in mindset – from narrow academic checklists to child-centred, inclusive approaches that put play and wellbeing at the heart of learning.

We are conducting an international study, talking to children, parents, teachers and other professionals to identify resources and techniques that work to help children develop those important skills in order to have a positive start to their school life. Watch this space for findings from our active research project.