Daniel Sabato, Deputy Head Academic of St Albans School on the vital importance of building strategies to enable human skills to develop in an increasingly digital world
As Artificial Intelligence (AI) becomes increasingly embedded in education and everyday life, a growing concern is emerging in some circles about the readiness of young people to enter the workforce. Do they possess the soft skills needed to succeed in a world beyond school? For parents and schools this presents both a challenge and opportunity to impact the lives of the young people within our community in a positive way.
The rise of AI has streamlined learning for young people, but this efficiency sometimes comes at the cost of human interaction. With more time spent engaging with devices than with peers, young people are at risk of missing out on the informal, face-to-face experiences that teach them about empathy, communication and teamwork.
In classrooms that are increasingly reliant on technology, students may excel academically but struggle with collaboration, emotional regulation and taking on leadership roles – skills that are best developed through real-world social engagement.
There is no doubt that technology has also reshaped communication styles. Social media and messaging apps favour brevity and swift reaction over depth and considered dialogue. This can hinder the development of active listening and nuanced expression, as well as the ability to disagree agreeably – all, of course, are core competencies in any workplace setting.
Nurturing resilience
The instant gratification of the digital era has, in many cases, reduced resilience and patience. Some young adults are so unaccustomed to managing delayed outcomes, constructive criticism or working through interpersonal challenges that they enter the world of work with an inclination to quit before they have even attempted to grapple with any of the challenges that are commonplace in professional situations.
That is not to make a sweeping generalisation about the behavioural tendencies of a whole generation, but rather it is to acknowledge that the skills needed to succeed are, in some cases, lacking. This is because of the environment in which young people have grown up.
With this in mind, schools must work hard to support students’ emotional intelligence in the real world beyond digital devices. They do this with a specific focus on soft skills and on supporting young people – helping to counterbalance the negatives of the digital landscape. A good place for schools to start is to remove some of the devices. Storing phones in Yondr pouches (or similar) before registration begins and until the end of the day is particularly helpful for restoring an element of digital/real world balance.
Encouraging collaborative learning through group projects, debates and peer mentoring is also a great way to focus on those all-important soft skills. This gives students opportunities to work in teams and develop as good listeners and communicators. Like many other schools, we offer rich co-curricular programme – from drama, music and sport to Model United Nations, debating, Warhammer Society and faith groups. All of these activities help to foster leadership and empathy, as well as building friendships through shared interests.
Modelling leadership
When teaching staff model emotional intelligence this also helps students to learn how to navigate relationships and challenges with maturity. Such an approach also means teachers build positive and supportive relationships with students in the classroom and within tutor groups. Modelling strategies set an example that supports students in developing the emotional and interpersonal skills that AI and digital media simply cannot replicate.
Most importantly, schools need to nurture young leaders and to ensure that students leave school as confident and tolerant team players. Yet leadership and teamwork are not taught, they are experienced. Schools and parents must provide adequate opportunities for young people to take the initiative, to collaborate, and to work towards common goals. For example, taking on leadership roles in student councils, clubs or on community projects enables young people to build both self-confidence and a sense of responsibility.
Public speaking and presentation opportunities encourage students to articulate ideas and develop poise, and it’s important to celebrate and promote this method of working across teaching, learning and assessment. This is something that our school is embedding, adapting some of our assessments in the Lower School (Year 7 and 8) to include non-written, verbal assessments, such as speeches, debates or projects with a viva element.
Experimenting with mixed-age and diverse group activities is another excellent way to develop adaptability and inclusive thinking. Likewise, more formal mentorship programmes – whether with older pupils, teachers, alumni, or professionals – offer further guidance and inspiration to support young people’s social development and ability to interact with different groups of people.
Our own Middle School Leaders are a brilliant example of the impact this approach can have, with Fifth Form (Year 11) students mentoring members of the school community in the Lower School (Years 7 and 8). At home, parents have an important role to play in helping to reinforce these approaches. They do this by encouraging open communication and listening, by sharing out responsibilities and by participating in family and group activities.
While there’s no doubt technology is transforming education and the workplace, soft skills remain irreplaceable. Young people need much more than technical proficiency to thrive. Emotional intelligence, resilience, and the ability to work well with others – including people with different backgrounds and perspectives – are critical. By working together and championing human skills, parents and schools ensure that students leave education not only prepared for the future, but prepared to lead it.
St Albans School st-albans.herts.sch.uk
Further reading: Wellington College on why we must act on AI
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