The report is called:

SOCIAL AND EMOTIONAL LEARNING: SKILLS
FOR LIFE AND WORK

As usual, I suggest you look at the whole publication if you have time.

I’ve picked out some key points:

•  Self-control and self-regulation matter most consistently for adult outcomes, e.g. better self-regulation is strongly
  associated with mental well-being; good physical health and health behaviours; and socio-economic and labour market outcomes.
• Self-perceptions and self-awareness, such as self-esteem and the belief that one’s own actions can make a difference are also found to be important for many adult outcomes.
• Social skills, related to peer relationships, sociability and social functioning in childhood, also matter. 
• Good emotional health in childhood matters for mental well-being as an adult.

In a very contemporary context:

Compared with cognitive ability assessed at the same age (10 years), social and emotional skills:

• matter more for general mental well-being (such as greater life satisfaction, mental health and well-being);
• matter similarly for health and health related outcomes (such as lower likelihood of obesity, smoking and drinking, and better self-rated health);
• matter similarly for some socio-economic and labour market outcomes (such as higher income and wealth, being employed, and not being in social housing);
• matter less for other socio-economic and labour market outcomes such as obtaining a degree, having higher wages and being employed in a top job (although there is nonetheless
  a relationship to these outcomes).
•  Differences in these skills accounted for almost 10% of the higher likelihood of being in a top job enjoyed by children with parents from professional backgrounds. Importantly, this effect is on top of the role played by cognitive ability, which accounted for roughly 20% of increased likelihood.
• It suggests that interventions to improve these skills are likely to improve access to a competitive top job if they can help children to achieve better qualifications in school.

But what about our input?

• New teachers were described as sometimes under-prepared in this area which led to suggestions to include child psychology and social and emotional learning in both initial teacher training (ITT) and  continuing professional development (CPD).
• Recognising the achievements children and young people make in social and emotional learning was described as being really important.