School-to-work transition: putting non-cognitive skills in context. The case of NEET and suggestions for policy

NEETs represent a category at risk for social exclusion and may show poor non-cognitive skills. In this review we target this issue, taking the contemporary theory of skills formation as a theoretical framework. Intrapersonal agency and motivational components, including educational aspirations, goal attainability, and investing in active efforts are protective factors for a successful school-to-work transition. Having an internal locus of control may help teenagers but might not compensate for a low socioeconomic status. Experiencing high-quality apprenticeships and internships could help teenagers find their vocational specificity. Large-scale intervention programs, promoting investment in human agency and motivation constitute a proper policy strategy.