A traditional school curriculum is comprised primarily of topics that teach cognitive skills. Topics like reading comprehension, vocabulary, algebra and biology. These topics are comprised of "blocks" of knowledge such as: "2 + 2", "what is a nucleus", "what caused the US great depression", "what is a verb".
These knowledge blocks can be stacked into a 9 month curriculum with the same standardized answer being taught to all students. Knowledge of each block can be categorized as "pass" or "fail". Students can be ranked by the amount of pass knowledge blocks they've obtained. Obtain enough, move on to the next grade.
A teacher can teach such curriculum with minimum creativity and improvisation. Teach the block, assess knowledge of it, move on to the next. It's a system that allows thousands of teachers to teach millions of students across 50 states. An assembly line model that scales and "works".
A growing movement is to determine how to make noncognitive skills (aka soft/life/character skills) more prevalent in school curriculums. Technological trends and research indicate that a developed set of noncognitive skills will better equip students for 21st century jobs. For it's likely that the jobs that exist in 10 years do not exist today (e.g. the job "podcast booking agent" did not exist 10 years ago). Technology innovation will continue to disrupt industries and shift the landscape of jobs. Likely at an even faster pace than today. Students need to be ready to adapt.
Skills such as grit, empathy and gratitude can have a profound impact on a student entering the job market. I believe a student that displays grit and gratitude can figure out how to succeed in the job market, even in a role that may not be directly aligned to the cognitive skills they learned in school.
As an example, I graduated with a Bachelors of Science in Finance in 2009. One of the worst majors to have after the great financial collapse in 2008. My first job was as Operations Director for a startup online retailer. I was responsible for managing the warehouse and all aspects of logistics. I had no experience in logistics. I did not study it in school. And yet the noncognitive skills I developed throughout school (grit, empathy, confidence) empowered me to obtain and succeed in this role. I knew how to learn, and I had confidence that I could figure it out.
Today few curriculum allocate time for students to acquire knowledge blocks of noncognitive skills. How does a teacher teach topics such as "leadership", "grit" and "curiosity". What is the "2+2" equivalent knowledge block within grit? Often these topics are viewed as byproducts of a traditional curriculum or the responsibility of parents. A student that takes AP Calculus will develop grit as a byproduct of working hard and passing the AP exam. A parent will or should instill gratitude in their child.
And yet unlike all students learning "2+2" in school, not all students will have the opportunity to foster skills like grit and gratitude. A big challenge is establishing a baseline. What does it mean to pass or fail the topic of grit? What is the baseline? How much do we standardize what about grit is taught, versus giving teachers the flexibility to improvise? Is it a problem if what about grit is taught at one school is vastly different from another? Or is the biggest value just to make students aware that these are innate skills they can channel and develop? Just exposing them to these skills may spark their own interest in developing them?
Currently we leave it to chance that students will develop noncognitive skills while at school. Luck is the driving factor that places one student in a classroom with a passionate teacher focused on teaching these skills, versus a classroom where they are never mentioned. In order for all students to be able to develop noncognitive skills we must standardize a set of skills that all students should develop, establish a baseline for measuring them, and make them part of all school curriculums.