Abstract:

Although after-school service in China’s compulsory education schools has achieved near-universal coverage, few empirical studies have examined its impact on students’ social and emotional competence. Using 2023 national survey data and the propensity score matching method, this study finds:first,different types of after-school service have distinct effects. Interest-based activities most strongly promote students’ overall social and emotional competence;subject tutoring and Q&A services enhance communication and collaboration skills;while supervised self-study mainly improves communication skills;second,there is a heterogeneous impact of after-school service participation on students’ social and emotional competence between urban and rural areas,with urban students benefiting more from such services;third,students from disadvantaged families gain more from various school-based services. It’s suggested to improve the quality evaluation system of after-school service,strengthening support for students’social and emotional competence,and expanding interest-based programs that integrate science education and cultivate innovation,in line with the Double Reduction policy.

Key words: after-school service, student development, social and emotional competence, Double Reduction policy