Most young children settle well into primary school, however those most likely to have issues are children with disabilities or special educational needs, a new report has found.

The report by the Economic and Social Research Institute (ESRI) found that only 4-5% of children often complain or are upset about school. However, it also found that children start primary school with different skills and capacities, and some children face bigger challenges than others.

The researchers found that the biggest skills gaps, both academic and socio-emotional, is between children with disabilities or special educational needs, and their peers.

Socio-emotional skills include being able to concentrate in class, being able to communicate their needs, and being able to share and take turns with other children.

The report also found that boys tend to have lower vocabulary test scores, and teachers report that boys have poorer literacy skills and more negative attitudes towards school than girls. They also have more socio-emotional problems.

Meanwhile children from poorer backgrounds tend to have more socio-emotional problems and more negative attitudes towards school compared to children from other backgrounds. They also have poorer literacy and numeracy skills.

The researchers said that there are a number of ways that children could be helped to adjust to primary school. They said that teachers need to be supported to build stronger relationships with all groups of children.

Currently, primary school teachers receive little or no information about a child's skills and challenges when they start school. The researchers suggested that templates could be developed to transfer information between pre-school staff and primary school teachers, as this would provide a better continuity of learning.

The researchers also suggested that increasing play-based activities could promote learning and increase engagement among children.

They noted that play-based learning tends to decline in senior infants. Furthermore, if a junior infant class has children with very different skills, there may be less play-based learning as the teacher has to balance teaching different levels simultaneously.

The researchers also suggested that learning activities in the home should be promoted, as activities such as reading and creative play are linked with a more successful adjustment to school.

"Even at the age of five, important differences are evident in children's wellbeing and skills. It is important to provide early interventions at this stage to enhance children's engagement with school and equip them with the skills they need for the rest of their primary education.

"This study indicates that building positive relationships between teachers and students may play a critical role in helping children to overcome transition difficulties," commented the report's author, Prof Emer Smyth.

The study was commissioned by the National Council for Curriculum and Assessment. The researchers used data from the ongoing Growing Up in Ireland study to examine how 9,000 children adjusted to primary school.

They looked at things such as vocabulary skills, early literacy and numeracy skills, attitudes to school, relationships with teachers, and socio-emotional skills.