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In an increasingly complex and uncertain global context, education can no longer be limited to the transmission of academic knowledge alone. Today, more than ever, teachers, families and education policies agree that children need to develop life skills: abilities that enable them to adapt, build relationships, manage their emotions and make conscious decisions that support their well-being and life prospects.

Spain has participated in the OECD Study on Social and Emotional Skills (SSES 2023), which analyses how these skills develop among 15-year-old students and within their educational environments. One of the study’s key findings is that social and emotional skills do not develop in isolation; rather, they are shaped by cognitive development and learning environments throughout life.

Through structured tasks, the setting of long-term goals, interaction with peers and teachers, and exposure to diverse ideas and perspectives, formal education can influence skills such as conscientiousness and openness to new experiences. This clearly shows that the educational climate and teacher support are just as important as curriculum content.

International evidence also suggests that socio-emotional skills—including emotional regulation, cooperation and communication—are positively associated with better educational outcomes and improved health and well-being throughout life.

These skills influence not only academic performance but also social integration, mental health and future employability. For SOS Children’s Villages, preparing for tomorrow means equipping children and young people with a toolbox of life skills that allows them to navigate the complexities of adulthood with confidence, autonomy and resilience.

Socio-emotional skills

Learning does not end when the school bell rings. In fact, non-cognitive abilities—often referred to as soft skills—are just as important as academic knowledge for success in life.

These competencies are defined as the ability to manage emotions, set goals, empathise with others and make responsible decisions. According to the study mentioned above, students with higher levels of these skills not only report greater satisfaction with their lives and relationships, but also achieve better grades in key subjects such as mathematics and reading.

Key competencies for adult life

For children and young people to build their own life projects, several fundamental areas must be nurtured from childhood and adolescence:

Autonomy

Autonomy is one of the most essential competencies for adult life. It involves knowing how to organise time, assume responsibilities, manage money, practise self-care and make decisions progressively. Encouraging autonomy from an early age helps children build self-confidence and feel capable of facing new challenges.

For many young people who have grown up in the protection system, the transition to adulthood arrives abruptly, often without a strong family support network. For this reason, it is essential to begin this process early, supporting them in learning practical skills and everyday decision-making that prepare them for independence.

Emotional management

Emotional management influences the way we relate to others, resolve conflicts and cope with stress or frustration. For this reason, it is important to learn how to identify, express and regulate emotions.

Many children and young people in vulnerable situations have experienced difficult circumstances that can affect their emotional well-being. Providing psychological support, helping them name what they feel and equipping them with tools to manage their emotions is an investment in their present and future mental health.

Communication and social skills

The ability to communicate assertively, express opinions, listen to others and build healthy relationships is key. These competencies support coexistence, teamwork and integration in different environments, from education to the workplace.

Educating in communication also means encouraging participation, giving children and young people a voice and recognising their right to express their views on issues that affect them. When they feel heard and valued, their self-esteem and sense of belonging are strengthened.

Responsibility and decision-making

Decision-making is a constant throughout life. From seemingly small choices to decisions that shape personal and professional paths, learning to evaluate options, accept consequences and take responsibility for one’s actions is essential for building an independent life project.

This learning requires guidance and trust. Mistakes are part of the process and, when they occur in a safe environment, they become opportunities for growth.

Youth Programme: building the path to independence

At SOS Children’s Villages, we understand that the transition to adulthood is a critical stage, especially for those who have grown up under protection measures and lack a strong family network. We reaffirm our commitment to an education that goes beyond academics and prepares children and young people to face the future with autonomy, confidence and hope.

At just 18 years old, many of these young people must face early emancipation, placing them at risk of social exclusion if they do not receive adequate support. Our Youth Programme was created precisely to respond to this need. Its objective is to accompany them until they achieve full social and professional integration, providing support that goes far beyond material assistance: it is educational, financial, psychological and, above all, human support.

One of the pillars of this support is the Transition to Adulthood Project. During this stage, the focus is on strengthening autonomy in all aspects of life. It is not only about studying, but also about learning how to manage a household: cooking, cleaning, managing money and organising time responsibly.

During these years, young people receive career guidance and begin to design what we call their “roadmap” or life project. This plan provides the reassurance and confidence they need to know that, upon reaching adulthood, they will not be alone. Various training opportunities are offered—from vocational education and training to professional certification programmes—adapted to their interests and personal circumstances.

Unlike what often happens in the general protection system, at SOS Children’s Villages our support does not end when young people turn 18. Through the Autonomy Project, they can continue receiving residential, financial or educational support according to their needs.