DOI: 10.5176/2251-1814_EeL17.41
Authors: Williams, R.L.
Abstract:
Often dismissed as unnecessary in the education systems instead of academic skills, noncognitive factors are now being realized and reclaimed as necessary skills that all students should achieve before they enter the workforce. These skills are called by a variety of names such as social, emotional learning, non-academic factors, social and emotional intelligence, soft skills, mindsets and behaviors, and 21st-century skills, or people skills, yet none of these names capture the essence and value of these essential skills. Although the term noncognitive or soft skills, only implies a lack of value, it was originally intended as making the distinction between the “hard skills” of cognition in areas of literacy and mathematics (Gutman & Schoon 2013). However, a strong body of research (Bowles & Gintis, 2002; Farkas, 2003; Heckman, Lochner & Todd, 2006) now reports the necessity of helping students develop social/emotional intelligence to balance a whole child with a way to attain academic success. This article discusses the need for and value of intentionally teaching these essential skills to students, which research shows will enhance their academic performance, impact the culture of the schools, and create workforce-ready students. Who best to teach these necessary skills other than those trained in the social/emotional cognate, school counselors?
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