Non-cognitive skills

A review of studies carried out in 2013 by Gutman and Schoon showed that non-cognitive skills – sometimes also called "soft skills" – matter greatly for how well students succeed at school and later in life.

For example, these skills might include continuing to work even when a task is difficult (perseverance), being able to wait one's turn and collaborate in a group (self-control and social ability), believing in one's own ability to manage a task (self-concept), and planning how to study for a test (metacognition).

The research also shows that these skills are not static, but can be developed. Through teaching and targeted interventions, students can train things such as self-belief, goal orientation and social skills. One of the clearest conclusions from the research is that social and emotional training at school can strengthen students' non-cognitive skills, improve school results, and contribute to better mental health and wellbeing.

Summary

The research shows that important "non-cognitive" skills not only affect how well students succeed at school – they can also be trained through teaching and structured interventions.

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Gutman, L. M., & Schoon, I. (2013). The impact of non-cognitive skills on outcomes for young people. A literature review. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/evidence-summaries/evidence-reviews/essential-life-skills/