This paper examines the role of non-cognitive skills in supporting student well-being and academic resilience at post-primary level.
The authors make the case that in order for students to be successful in academia, as well as civic, social and professional environments, skills are required which go beyond simply the mastery of curriculum content. A notable feature of the paper is its focus on “educational achievement gaps” and the socio-demographic factors associated with them. The paper also outlines a rationale for the development of a non-cognitive skills-based framework in an effort to improve academic performance, whilst also supporting the development of student well-being.
This paper is available to read from pg. 25 on the following link: Irish-Teachers-Journal-2019