PhD Defence Mélanie Nadège Winanda Monfrance

Keywords: Education, non-cognitive skills, inequality, Covid-19 
 

"Exploring non-cognitive skills and inequality through the magnifying lens of a pandemic"
 

This dissertation aims to obtain a deeper understanding of how non-cognitive skills -such as perseverance, critical thinking, and social skills- affect student learning outcomes and explore differences among students. It examines the multifaceted impacts of the Covid-19 pandemic, focusing on its impact on non-cognitive skills, the relationship between these skills and learning loss, and the effectiveness of summer schools as an intervention. The chapters shed light on the relationship between these variables while considering different educational levels, educational tracks, and socioeconomic backgrounds. Findings show that students in pre-higher education tracks were more affected in terms of non-cognitive skills, though differences between socioeconomic groups were less pronounced. The study emphasises the importance of interventions like summer schools, which were more beneficial for students from higher socioeconomic backgrounds. Overall, the findings stress the need for education policies that integrate non-cognitive skills, especially following unexpected disruptions like the pandemic.

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