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Non-cognitive impacts of philosophy for children.

Siddiqui, N. and Gorard, S. and See, B.H. (2017) 'Non-cognitive impacts of philosophy for children.', Project Report. School of Education, Durham University, Durham.


Schools are places where children can learn behaviour, skills and attitudes that have lifelong relevance, in addition to the formal curriculum of subjects. In England, despite a continuing emphasis on attainment, there are clear moves to consider also the wider and non-cognitive outcomes of schooling – such as pupils’ development of self-confidence, trust, critical thinking and civic-mindedness. However, there is little existing evidence on whether and how such non-cognitive outcomes can be improved through school-based interventions. This is a report of the evaluation of one such intervention - Philosophy for Children (P4C) - in terms of its possible non-cognitive outcomes.

Item Type:Monograph (Project Report)
Additional Information:The authors fully acknowledge The Nuffield Foundation for providing the main grant support for this project (grant number EDU/42016). The Nuffield Foundation is an endowed charitable trust that aims to improve social well-being in the widest sense. It funds research and innovation in education and social policy and also works to build capacity in education, science and social science research. The Nuffield Foundation has funded this project, but the views expressed are those of the authors and not necessarily those of the Foundation. More information is available at The project is an extension of a study previously funded by Education Endowment Foundation (report available at The Society for the Advancement of Philosophical and Reflection Enquiry (SAPERE) provided the teacher training necessary. We thank Bob House and Steve Williams from SAPERE for supporting this research project and helping us access the schools. In particular, we appreciate the participation of the primary schools, teachers and pupils who helped us to complete this study.
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Date accepted:07 February 2017
Date deposited:08 February 2017
Date of first online publication:2017
Date first made open access:No date available

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