When discussing careers, professional growth, or the process of finding a job, people often focus mainly on "hard skills." These are abilities directly associated with carrying out specific tasks or performing a certain profession. In most cases, they can be tested or measured because they are developed through diplomas, certifications, technical courses, workshops, academic education, and professional training programs.

In contrast, "soft skills" are not as easy to evaluate quantitatively. They are usually connected less to formal education and more to personal experience, behavior, attitude, and the way individuals interact with others. For this reason, they are frequently referred to as "people skills." They involve qualities such as the ability to communicate effectively, cooperate with others, motivate teams, or demonstrate leadership in different situations.

Among the soft skills most valued in the workplace are creativity, teamwork, leadership, organization, adaptability, and strong written and verbal communication. These competencies contribute to the development of a more complete and versatile professional. In competitive job markets, they can even become a major advantage for candidates seeking employment opportunities. Since interpersonal interaction exists in nearly every profession, these skills are important across practically all industries. For employers and job seekers alike, these abilities are considered "transferable skills" because they can be applied successfully in different positions, companies, and professional environments. Organizations generally appreciate professionals who can adapt easily, collaborate with others, and maintain effective interpersonal relationships, making soft skills increasingly valuable in modern workplaces.

Adapted from the article "Soft Skills" available at: https://lingua.com/businessenglish/reading/soft-skills/

1. My suggestions for changing the school environment are as follows: educate Teachers on Neurodevelopmental Disabilities: In my educational career, the majority of the ableism I experienced didn’t come from other students, but teachers and other school authorities I believed were supposed to help me. I remember in my Sophomore year of high school, I emailed my English teacher to let her know I had ADHD. Her only reply was to drop the class; it was too hard for someone like me. Mind you, the school year hadn’t even started. I still took the class, and received quite high marks, but she would belittle my efforts consistently, chastising me from everything to my discussion points being “wrong” to my handwriting. Thank God for my high school’s strictness about fair grading. Secondly, educating teachers about neurodivergencies would help them with classroom and coursework planning, as well as help them to better understand disabled students.

2. Make Classrooms More Comfortable: Cramped, uncomfortable classrooms are no good for all students, thus we need to get rid of the desk-chair model, and provide students with larger desks that have unconnected chairs, as well as space out desks. Though this is a reach, lecture halls needs to be completely redesigned to space students out (which is also helpful to prevent the spread of COVID!) and allow them greater desk space, as well as leg space! Another issue is lighting, with many classrooms lit by bright, irritating industrial lights. All classrooms should have windows, or at least less abrasive lighting, in order to combat seasonal mental illnesses, and make the classroom appear more “open” than cramped. The spaces between desks should also be accessible, to prevent others from tripping, and for students with mobility issues to access the entire classroom.

3. Classroom Rules: It was always embarrassing for me when I had to ask for the bathroom, especially when a teacher denied my request. These rules are generally ridiculous, especially for younger children, who often are barely potty-trained. Neurodivergent children, especially those with autism, often have gastrointestinal disorders as a result of their disabilities. Some neurodivergent children simply can’t hold it either, as often times our basic needs are only sensed by us when they’re demandingly present. Asking to go to the bathroom is frankly antiquated and only hurts the student, a child shouldn’t need permission to complete such a necessary task. Another issue is that neurodivergent students are often prohibited from engaging in focus-strategies, such as doodling or using fidget toys. Both of these are proven to help maintain a neurodivergent person’s focus and help them relax. Making sweeping generalization about if the student is listening or not is simply unfair to the student, as this doubts their ability.

4. Class Structure: Many classes are just based upon listening to the teacher/professor, with little stress placed on applying the learned material within the classroom. Therefore, lessons should be much more dynamic, whether that be through inclusive, smaller-group discussions, or via hands-on activities. Just reading notes off of slides doesn’t cut it for most students anyways, so a more dynamic model of teaching is absolutely necessary! Teachers should also assign course-long classroom groups in larger classroom environments, which helps neurodivergent students initiate connects with their peers, and be able to seek help out easier, especially if these groups have TA leaders, which help coordinate the groups.

5. Overall, the standardized learning environment that’s currently in place in most schools and universities totally excludes the needs of neurodivergent learners, and the need to be changed in order to benefit both disabled students and the student body as a whole.

Spring, E. (2022, March 17). The problems with the classroom environment.

Retrieved from

https://sites.psu.edu/emmaspring/2022/03/17/the-problems-with-the-classroom environment/.