Learning Non-Cognitive Skills in School

I like to catch up on This American Life  when I'm doing my laundry or other household chores. Last week's, titled "Back to School" (#474) was of particular interest to me, and I wanted to discuss it on the blog.
"Back to School"was about working with children on other skills that are currently not taught in school. Researchers have looked at success rates amongst high school graduates, people who receive GEDs, and those who do not graduate at all, and found that high school graduates fair far better than people in either of the other category as far as job retention and professional mobility, not because they are more qualified for the job, but more because they possess skills like patience, resilience, and basic understanding of dealing with adversity that they figured out during the time spent in the classroom.
Schools are beginning to see research in these areas and actually focus children on picking up these non-cognitive skills.
Students learn a lot of basic life skills during their school years, simply by being around peers and needing to follow certain protocol. These skills are not measured on standardized tests, but do become increasingly important as children age and need to find jobs and began careers.
A guest speaker on the show also went on to discuss the effects of poverty-related stress on the brain, and how school systems ought to try and combat that. Many children are being taught more of "survival" skills at home, due to circumstances pertaining to poverty. These skills are not conducive to thriving in school, and can keep children from picking up on both cognitive and non-cognitive skills as they struggle through their own set of challenges. For example, a child who might not be guaranteed dinner each night, doesn't learn impulse control or manners;  this child might eat whatever is put in front of them, even if asked to wait. In another example, a child who is experiencing poverty-related stress might not ask questions for fear consequences of talking too much or being in the way.
For those of us interested in education and the effects of poverty on educational achievement, this was a good 59 minutes. The speakers presented a number of good ideas pertaining to helping children succeed in school. I was encouraged by the idea that school systems might begin to recognize non-cognitive skills as important school topics and what this could mean for low-achieving school systems and at-risk students.

--Megan