Beyond Buzzwords: The Youth Perspective on Essential Skill-Building 

By Amelia Federico 

Soft skills. Durable skills. Essential skills. Core skills. Whatever you call them, employers list these skills like “communication” and “problem solving” on job postings and job descriptions, but how are youth today defining and cultivating these skills? And as a recent graduate of MSU Denver and a Denver Public Schools alumni, how have I gained these skills along my journey? I’m excited to dig deeper into this topic and incorporate feedback from the youth I spoke with at YAASPA, Mile High Youth Corps, and the Safe City Youth Leadership Team.   

I learned from a young age that I am the driver of my own path and that I have the power and ability to make decisions that enhance my lived experience, particularly as it pertains to my education. In my freshman year of high school, I was disengaged from school and my educational experience at large. I would attend class passively, staring at the clock, watching each minute pass. Classwork felt like a chore and I began skipping class. By the end of the year, I did not want to return to the same school. I wanted a change. 

A few weeks before my second year, I called another nearby high school that focused on college prep. I knew for myself that college was my passport out of poverty, and this school felt like the change I wanted. The transition was difficult; I was held to higher expectations with more homework and more challenging coursework. Engaging classroom environments made me feel like I was being taken seriously as a student, and I rose to the occasion. I began leaning into my classes, attending tutoring, and even joining clubs. I finally felt connected and engaged in my education.  

Moving schools and being the driver of that decision taught me about self-advocacy, problem- solving, and adaptability. These “soft skills” are the types of things that help people succeed in school, work, and relationships.  

A few weeks into the trimester I had a conversation with my high school principal. I asked how the school I attended my freshman year and my current school were geographically close, but worlds apart. I felt frustrated and asked him to connect me to people in the educational advocacy environment. He connected me to an organization called Our Turn Colorado. I did not know it at the time, but Our Turn would become a huge part of my life, and I worked with them for eight years.  

Working as a student advocate with Our Turn opened the door for understanding my power as a student and my ability to learn, grow, and enact change. I would give public comment at school board meetings, facilitate research actions with elected officials, and conduct research on school board policy. Through these experiences, I experienced learning outside of the classroom that enhanced even more soft skills: my public speaking, communication skills, problem solving, and interpersonal relationships.  

Through recent conversations with young folks in Denver, I was able to learn from their lived experiences around how they learn and understand these skills that are less “soft” than they are essential.  

IN-SCHOOL COLLABORATION

In a school setting, students talked about group projects as being an avenue for learning soft skills such as “team player” and “problem solving” skills. Students explained that group projects felt like a lower-stakes opportunity to learn soft skills in school and engage with these skills in a learning environment where they could learn from their mistakes. Additionally, the students explained that opportunities like group projects or planning event together (i.e. the youth summit) provide more meaning to school experiences.  

“I’ve learned a lot of these skills in school like in group projects. I would need to speak out a lot and at first it wasn’t easy but I got better at it. It built my confidence.” 

COLLECTIVE GOAL-SETTING

Opportunities outside of school are also important to learn soft skills for the students I spoke with. One example mentioned by multiple youth was playing sports, where students unite on a collective goal and create an atmosphere where students feel like they could learn skills like communication, teamwork, leadership, and adaptability. Students shared that they felt engaged not only as a student playing for their school team, but also as a person. The students also expressed how sports build belonging and a sense of community.  

“Everyone in sports is there for the same reason so it feels more comfortable. Everyone is trying to accomplish the same things. You must adapt and try new things.” 

Outside of school, learning opportunities can feel more engaging because youth have the choice of joining sports or clubs, rather than learning soft skills in a mandated course. From talking with students and based on my own lived experiences, when the individual can have a sense of autonomy over how they are learning, this enhances the learning experience. 

“I was shy at first and nervous to communicate. I’ve learned adaptability and how to speak up, even if there’s not one else that will agree.” 

“I’m less shy and this group (Safe City Youth Leadership Team) has helped me speak more and have more courage.” 

YOUTH EMPLOYMENT

Youth employment is another way people talk about learning skills like collaboration, relationship building, and communication. Several mentioned how helpful programs are that support them to create resumes, practice interviews, and understand more what employers want. One youth reflected his experience working at the Urban Farm when the goats escaped their space. He had to drop everything and pull others in to help, and this taught him problem solving and communication. It helps when employers and schools build in time for reflection where youth can name the skills they are using and learning through the challenges they face. As districts continue to grow work-based learning opportunities, reflection is an important piece to build in.  

“I have a detailing business and need to communicate. If I am running late I need to communicate. I have to think ahead on how to please my customers.” 

SCHOOL AS A PLACE FOR SHARED GROWTH

Youth also talked about external facilitators in school and intentional spaces for students to learn outside of a traditional academic model, while still being inside school. The students expressed wanting to feel like school was not just a building they attended but a space for collective growth. By doing so, school could be a space that helps youth balance all facets of their life, which some define as wellbeing.  

Talking with youth across Denver and Aurora allowed me to understand their perspective on school and work, as well as the external learning opportunities that teach soft skills in different ways. School environments that feel authentic to their experiences as students and as humans are essential. Further, this push is informed by the need for schools and employers to be more intentional about creating opportunities for students to learn and practice soft skills. It also calls for naming these skills explicitly, so students gain awareness of what they’re learning. This awareness empowers youth to understand the value of soft skills and carry those skills beyond the classroom and into their communities, workplaces, and relationships.