Improving the well-being of Mexican disadvantaged children through the training of social and emotional skills: A case study

This article presents the results from one of three case studies conducted for the project Supporting opportunities: insights from communities supported by the Robert Bosch Stiftung. As part of the activities of the Observatory on Social Mobility and Equal Opportunity, the project aims to complement the OECD’s long-standing quantitative work on inequality and social mobility with qualitative evidence and insights from the ground. In collaboration with civil society organisations (CSOs) that work on the ground to reduce inequality, the OECD has gathered the perspectives of disadvantaged communities in Mexico, Germany and Japan on perceived barriers to social mobility and shared solutions to build a fairer society greater opportunities for all. The results, shared through a series of articles, aim to amplify the voices of CSO experts and of those affected by inequality, make previous quantitative research more tangible, stimulate public debate and raise awareness. The project also contributes to the WISE Centre’s efforts to better understand people’s perceptions, views and concerns regarding the distribution of resources and opportunities in society.

Growing up in socio-economic disadvantage and facing challenges at home, in school, and in the community profoundly shapes children’s opportunities and outcomes later in life. The OECD publication Starting unequal: How’s life for disadvantaged children? documents that disadvantaged children often show worse well-being and developmental outcomes, which limits their future health and employment prospects. Moreover, the cost of childhood disadvantage to society is significant, averaging 3.4% of annual GDP across EU countries.

While certain pathways linking childhood deprivation to poorer adult outcomes have been identified and addressed through policy (e.g. see the OECD’s Child Well-Being Dashboard), the impact of social and emotional skills (SES) on the well-being and future prospects of vulnerable children remains relatively underexplored. These skills focus on how children perceive themselves, manage their emotions and engage with others.  

The OECD’s Survey on Social and Emotional Skills highlights large divides in the distribution of these skills both across countries and among students. Disadvantaged children report consistently lower SES levels than their peers from more affluent backgrounds, which harms their well-being and risks limiting their future opportunities. The good news is that targeted social and emotional learning interventions can help support their development and improve long-term outcomes.

Quantitative research conducted in specific contexts – whether at the project, school, or regional level – has confirmed that certain SES can be taught and are associated with improved well-being outcomes. Nonetheless, such studies are still scarce in Mexico, where one in five children lives in poverty, according to the latest OECD evidence. Moreover, many questions remain about the extent to which SES are teachable, the most effective methods for fostering these skills, and their long-term impact on the well-being and future opportunities of vulnerable children.

To build on and contextualise existing evidence, the OECD Centre on Well-Being, Inclusion, Sustainability, and Equal Opportunity (WISE) has partnered with the civil society organisation Proyecto Cantera. Based in Mexico City, this organisation works to break the cycle of poverty, marginalisation, and social exclusion by using football training to support children from disadvantaged backgrounds – particularly those facing financial hardship and/or living with a hearing disability. Through the program, which often engages children for several years, participants develop essential life skills, adopt healthy behaviours, and embrace positive values.

Various data collection activities took place in April 2024. These included observing and participating in Proyecto Cantera’s football training sessions, interviewing its staff and founders, and conducting focus groups with current beneficiaries (see photos below). Additionally, semi-structured interviews – which allowed flexibility to adapt and explore topics beyond pre-defined questions – were organised with former beneficiaries, parents, schoolteachers, and football trainers. To further complement the data collection, a short online survey was also administered to parents (or caretakers) of current beneficiaries, asking them to identify any social and emotional skills in which they had observed the most significant improvements.

Note: The photo on the left shows a focus group with current beneficiaries of Proyecto Cantera who have a hearing disability. They were asked to select a card representing what they learn during football training and then present it in a mime game. The image on the right shows a drawing made by a participant during the focus group in response to a question about their feelings during football training sessions. 

The OECD’s Social and Emotional Skills framework  (see Figure 1) informed the data collection process. For example, parents were asked whether Proyecto Cantera’s activities made their child “less discouraged to take on challenging tasks,” helping assess ‘persistence’ within the ‘task performance’ domain of the OECD framework. Similarly, behavioural changes mentioned in interviews were categorised using the framework. The data collection focused on skills with inconclusive existing evidence and those specifically targeted by Proyecto Cantera, particularly through football.

Staff members noted that, when children first join Proyecto Cantera’s football training, they often exhibit weak social and emotional skills. They may react defensively, communicate poorly, show a limited tendency to engage and socialise, or hide their vulnerabilities. Such behaviours were referred to by staff members as coping mechanisms for feelings of abandonment and the numerous, intersecting disadvantages the children face. These challenges are deeply rooted in the realities of Proyecto Cantera’s beneficiaries, all of whom endure financial hardship and live in poor housing conditions with limited access to basic services. Many spend large amounts of time alone at home without proper parental supervision, as their parents often work long hours in low-paying, informal jobs with little time off. Some children face additional challenges, such as being orphans, or having parents who are incarcerated, work abroad, or have abandoned them. Others may experience physical, emotional, verbal, and sexual violence. Children with a hearing disability often face discrimination and may feel even more isolated when their non-deaf parents do not speak sign language.

Given the children’s disadvantaged backgrounds and low socio-emotional well-being, staff members highlighted the importance of offering activities that are relatable and offer a sense of safety, where children feel seen, heard, and free to express their emotions. Proyecto Cantera’s s training sessions meet these needs, as football is a popular and culturally relevant sport in Mexico and, as a team activity, it allows trainers to foster peer bonding, while also promoting the children’s autonomy and individuality.

Trainers and staff members agreed that SES are best taught through gamification and by reinforcing positive behaviour. For example, trainers set up targets on the football field, each representing a different emotion. Children are then encouraged to kick the ball towards the target that reflects their current feelings. Positive behaviour is reinforced through a green card system, where both trainers and children award green cards to players who demonstrate a supportive and cooperative attitude (such as checking on teammates who might have been hurt). In contrast, poor behaviour is addressed privately to explore its causes and resolve any issues. Moreover, children are provided with real-life examples of the values and SES they are learning. For example, non-deaf children are taught sign language to help them communicate with peers who have hearing disabilities during tournaments, fostering empathy and tolerance. Similarly, girls and boys train and compete together intentionally, with gender-stereotyping comments being addressed immediately. Events are also organised around International Women’s Day to empower girls and promote values of gender equality.  

Staff members agreed that promoting children’s SES development requires a holistic support system, which includes access to healthcare, psychological counselling, financial assistance, and educational support. Proyecto Cantera partners with other stakeholders, such as children's homes and foundations that provide these services. To further reinforce SES development and ensure that the skills learned on the field are applied in other areas of life, the organisation also engages with the children’s caretakers, parents, and teachers in the process.  

All participants – whether beneficiaries, parents, or teachers – consistently reported improvements in children's social and emotional skills as a result of Proyecto Cantera’s activities, regardless of the data collection method used (e.g., parent survey, interviews, or focus groups). Among these, empathy – understanding and caring about others, their wellbeing, and valuing and investing in close relationships – was the most frequently mentioned skill. Participants attributed this growth to several factors, including real-life applications, the awarding of green cards, the diverse background of beneficiaries, and the inclusion of mixed-sex training sessions and competitions. These elements were also associated in high numbers with the development of tolerance – the ability to appreciate different points of view and cultures, and value diversity. 

Emotional control and assertiveness were the second and third most frequently mentioned skills across the various data collection activities, including the parent survey (see Figure 2). Participants credited improvements in emotional control – having effective strategies for regulating temper, anger and irritation – to Proyecto Cantera’s emphasis on participation, effort, learning, and empathy over pure competition. The safe environment created by the programme also encourages children to share their emotions, helping them foster assertiveness – which is essential for confidently sharing opinions and influencing others.

While a large majority of parents reported in the survey that their children developed curiosity – or the love of learning and intellectual exploration – this was rarely mentioned by teachers, trainers and children themselves. Similarly, persistence – the ability to keep going despite challenges – was highlighted by children in the focus group and in interviews with former beneficiaries but received limited mention from other participants. These differences underline how the assessment of SES through self-reported data can be shaped by individual perceptions and specific contexts (e.g. while children may perceive greater persistence on the football field, it may not necessarily translate to other areas of their lives).

Many participants also noted improvements in self-confidence, which, although not a stand-alone skill in the OECD’s framework, is key to many others. It can contribute to the confidence to voice opinions (assertiveness), the belief in one’s abilities (self-efficacy), or the ability to approach and connect with others to build and maintain relationships (sociability). These different aspects of self-confidence were all commonly mentioned throughout the data collection, with self-efficacy ranking particularly high in the parent survey (see Figure 2).

Most parents, staff members, teachers, and trainers reported improvements in children’s development. For example, over 80% of parents observed higher well-being levels and more than 60% noted less anxiety and worry (see Figure 3). Teachers also remarked that the children seemed happier, while former beneficiaries shared fond memories of their time in the programme.

Teachers acknowledged the impact of SES on academic performance takes time to show. However, 20 out of 29 parents reported that their children’s grades improved after joining Proyecto Cantera’s activities (with only two noting a decline). Participants attributed these gains to positive behavioural changes, such as increased classroom participation, a stronger sense of responsibility to graduate, perseverance in difficult subjects, and better communication with teachers. Former beneficiaries also felt more supported at home with their studies, linking this to improved family dynamics. For instance, around 70% of surveyed parents reported better relationships with their children (see Figure 3), and staff members and teachers noted increased trust and improved communication within families. Additionally, stronger peer relationships – evidenced by reduced bullying, easier conflict resolution, and mutual support among students – were also credited for better educational outcomes.

Beyond academic success and improved well-being, participants noted other behavioural changes that could lead to long-term benefits. Children started to set personal goals and make plans for their future, such as attending university, moving abroad, starting a business, or learning new languages. Many actively worked towards these goals, for example, by saving money. Parents also reported an increase in physical activity (see Figure 3), a habit that former beneficiaries said continued even after leaving the program. Additionally, former beneficiaries with work experience shared how the skills they gained through football training helped them manage workplace conflicts, create an inclusive work environment, and build strong relationships with clients and colleagues.

In summary, quantitative research and insights from Proyecto Cantera’s football training sessions show that social and emotional learning interventions can improve the well-being of vulnerable children and equip them with essential life and professional skills. However, the qualitative evidence collected through this project also suggests that, for these interventions to be effective, they should occur within a safe and supportive environment and be part of a broader support system that addresses the various needs of disadvantaged children. Additionally, linking lessons learned to real-world situations encourages children apply these skills in different contexts, whether in school, at home, or in their future careers.

Note on interpreting survey results

The results shown in Figures 2 and 3 should be interpreted with caution and do not claim to be representative. Instead, they provide complementary evidence to validate the consistency of the findings across other data collection methods (triangulation).

The online survey targeted the parents of children currently participating in Proyecto Cantera’s activities across six different partner locations. The survey was conducted prior to other data collection activities and received a total of 29 responses, evenly distributed across the partner locations (except for one, which received only 4 responses). Respondents were randomly selected and all completed the questionnaire.