Non-cognitive skills: what they are and why they matter

Success is often associated with what a person knows or how well they perform in tests. But knowledge and academic ability are only part of the picture. The ways people manage their emotions, work with others and respond to challenges can also shape how they learn, work and participate in everyday life. These abilities are commonly referred to as non-cognitive skills.

What are non-cognitive skills?

Non-cognitive skills are personal, social and emotional abilities that influence how people approach tasks and interact with others. The term is often used in education, psychology and employment research. It does not mean that these skills have nothing to do with thinking: skills such as planning and self-control involve thought and judgement. Rather, the term distinguishes them from measures of academic knowledge or specific cognitive abilities, such as memory and reasoning.

There is no single, universally agreed list. Related terms include “social and emotional skills”, “transferable skills” and “personal attributes”. These categories overlap, and different organisations may define them in different ways.

Examples of non-cognitive skills

• Self-regulation: managing attention, emotions and impulses, and staying focused on a task.
• Resilience: responding to setbacks and adapting when circumstances change.
• Motivation: finding reasons to begin and continue working towards a goal.
• Perseverance: continuing with a task when it becomes difficult, while recognising when a different approach is needed.
• Communication: expressing ideas clearly and listening to other people.
• Teamwork: contributing to shared tasks, cooperating and handling differences constructively.
• Empathy: considering another person’s feelings or point of view.
• Adaptability: adjusting to new information, expectations or situations.
• Organisation: planning tasks, managing time and keeping track of responsibilities.

Why do these skills matter?

Non-cognitive skills can help people make use of their knowledge and abilities. A student may understand a subject but struggle to complete an assignment without planning and persistence. At work, technical expertise may be important, while communication and collaboration can help a team use that expertise effectively.

These skills also support everyday relationships and decision-making. Managing frustration, listening carefully and adapting to change can make it easier to navigate disagreements, take on new responsibilities and recover from disappointment. Their importance varies by person and situation, and they are not a guarantee of success. Opportunities, resources, health and wider social conditions also have a substantial influence on people’s lives.

Can non-cognitive skills be developed?

Many non-cognitive skills can be strengthened through practice and supportive experiences. They are not simply fixed personality traits. A person might, for example, improve their organisation by breaking a large task into smaller steps, setting reminders and reviewing progress. Communication can develop through practice in explaining ideas, asking questions and listening without interruption.

Schools, workplaces and families can help by setting clear expectations, offering constructive feedback and creating opportunities to practise. It is also important to provide encouragement and appropriate support. Telling someone simply to “be more resilient” is unlikely to help unless they have the time, resources and guidance needed to deal with the challenge they face.

How should these skills be assessed?

Assessing non-cognitive skills is not always straightforward. A questionnaire or brief observation may not capture how someone behaves across different settings. People may also interpret questions differently or give answers they believe are expected. For this reason, assessments should be used carefully and, where possible, alongside other evidence such as examples of work, conversations and observations over time.

It is also important not to confuse a particular behaviour with a lack of ability. Someone who is quiet in a group, for instance, may be listening thoughtfully rather than lacking confidence or interest. Cultural expectations, disability, language and the environment can all affect how a skill is expressed.

A broader view of ability

Non-cognitive skills help explain why achievement involves more than knowledge alone. They can support learning, cooperation and adjustment to change, while developing through experience and practice. Recognising their value can encourage a broader view of ability—one that considers not only what people know, but also how they approach challenges and relate to others.