In 2013, I became a Google for Education Certified Innovator — an experience that reshaped how I view student readiness. It wasn’t just about preparing students for academic performance. It was about preparing them for life: for uncertainty, for leadership, and for connection in a rapidly changing world.
A decade later, the message from industry and research leaders is loud and clear: The most valuable skills in today’s workforce — and tomorrow’s — are deeply human.
According to the World Economic Forum’s 2025 Future of Jobs Report, the fastest-rising skills globally aren’t technical. They are:
These are exactly the types of competencies we often refer to as durable skills — the capabilities that remain relevant even as technologies evolve, industries shift, and job roles disappear or emerge.
The WEF makes it plain:
“Six in 10 workers will require training before 2027—but only half will have access to it.”
“The highest priority for skills training is analytical and creative thinking, followed closely by resilience, motivation, and self-awareness.”
This isn’t just theory. Employers are saying the same thing.
In a recent EdWeek article, companies like Google, Microsoft, Southwest Airlines, and Fortinet shared their desire to see schools focus on skills like:
These are all core dimensions of what we call relational intelligence — the ability to understand yourself and others, build trust, and operate effectively in human systems.
Today’s workforce needs more than compliance — it needs people who can manage emotions, communicate with empathy, and adapt to change. But those skills often aren’t taught with intention in school.
The problem? While employers and economists are aligned, many schools are still struggling to operationalize these skills — or even define them.
Students are still often measured by test scores, compliance, and content mastery. Meanwhile, they’re entering a world that demands reflection, feedback, agility, and connection.
From the EdWeek article:
“Employers said that in interviews, candidates often struggle to talk about their ability to take feedback or communicate effectively with teams. These gaps don’t go away once they’re hired.”
We’re preparing students for tests — but not for teams.
For memorization — but not for meaning.
And in many cases, for performance — but not for purpose.
This is where the GRiT curriculum comes in. It was designed specifically to build durable, human-centered skills for high school students — through a lens of relational intelligence, leadership development, and personal growth.
GRiT helps students:
GRiT isn’t an add-on. It’s a system for shaping the kind of humans our schools, workplaces, and communities desperately need.
And it works — because it’s grounded in neuroscience, aligned with what employers want, and deeply relevant to the challenges students face today.
This Isn’t Just a Workforce Problem — It’s a Human One
Let’s be honest: teaching math and science without teaching communication and reflection is like building a car without a steering wheel.
Human-centered competencies aren’t a luxury. They’re a foundation.
And schools — rather than falling behind — have an incredible opportunity to lead this movement.
Because if we do it right, we don’t just prepare students to do well. We prepare them to be well.
What are you doing to embed durable skills and relational intelligence into your culture or curriculum?
Where do these gaps show up in your new hires? What would a stronger partnership with education look like?
Let’s bridge the gap — together.
- Kurt