Assessing Life Skills Among Elementary School Children: A Cross-Sectional Study of Competency Levels

Abstract This study investigates the life skills proficiency of elementary school children, focusing on age- and gender-based differences in competencies. Using the Life Skills Measurement Tool–Elementary (LSMT-E), developed by Young Lives India and UNICEF (2015), a sample of 125 students aged 6–12 years from government and private schools was assessed across eight domains: self-awareness, empathy, decision-making, problem-solving, communication, interpersonal relationships, coping with stress and emotions, and creative and critical thinking. Results indicated that the majority of children fell into the Emerging and Basic categories, with only 7.2% reaching the Proficient level. Gender analysis revealed that girls significantly outperformed boys, while no statistically significant differences were found across age groups. The findings highlight critical gaps in cognitive and personal skill clusters, suggesting that life skills education remains underdeveloped among elementary school learners. These results underscore the urgent need for structured, culturally sensitive interventions in school curricula to foster resilience, problem-solving, and socio-emotional competence. Keywords: life skills, elementary school children, gender differences, UNICEF, India, cross-sectional study