Chapter 6. Conclusion tion between early skill development and adult outcomes. Further exploration into the underlying factors that mediate this relationship, such as cognitive, social, and environmental influences, is needed to fully understand how early proficiency in basic skills translates into adult satisfaction. In addition, more research could be directed to the longterm effects of early educational interventions and programs targeting early basic skills on adult satisfaction. These interventions and programs are often evaluated in the short run, or have traditional outcome measures, such as income or BMI. In this dissertation, I mainly focus on the development of basic skills in primary education. The development of these skills, however, proceeds beyond this educational stage. Future research could perform similar analyses in other stages of individuals’ educational careers to explore how basic skills develop in these stages. While examining skill development at any stage is valuable, it seems especially important to focus on the educational context, as it is easier and more manageable to implement policy changes there. The development of skills in secondary education may differ significantly from that in primary education due to factors such as students’ increased age, subject specialization, and greater independence. At a higher education level, the focus presumably shifts towards the application of learned basic skills in specialized fields. Basic skills are developed and practiced within a school setting. However, this setting is somewhat underexplored in this dissertation. One interesting area for future research could be examiningschool differences (e.g., regarding differences in student population, school size, etc.). Investigating how these school differences relate to the development of 146
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