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The article discusses Washington state's Innovation by Design educational initiative, which was developed in 2011 to promote executive function skills such as focus, decision making, and self-control in young students to help them maintain their academic achievement during stressful life events. Cognitive and neurological development research in children, early education Race to the Top federal grants, and emotional maturity in children are discussed.

The article highlights the consideration of teaching of social and emotional learning and life skills education to children during the coronavirus pandemic lockdown. Topics include inclusion of coping skills such as self-awareness, self-management, social awareness, and responsible decision-making.

The author speculates on changes that could occur in the U.S. education system by the year 2020. He suggests that educational reforms such as additional pay for teachers, efforts to develop 21st century skills such as global, technological and financial literacy, online education services and charter schools could improve education and affect educational policies. Proposed strategies to raise high school graduation rates are commented on.

The article discusses the challenges that teachers of students with disabilities have in aligning special education standards for individualized education programs (IEPs) with the U.S. Common Core State Standards. Topics include comments on the value of standards-based IEP by special education professor Margaret J. McLaughlin, teaching life skills to students with disabilities, and comments by Kim Mearman of the State Education Resources Center in Connecticut.

The article provides information on GM (General Motors) Student Corps, an internship program in which students high schools in Detroit, Michigan work with retirees from automobile manufacturer GM. Aspects of the program include community service, life-skills education, and mentoring. Comments from Mike DiGiovanni, director of the Student Corps, are included.

The article reports on the debate about the effectiveness of the early-childhood curriculum called Tools of the Mind which aims to help young children with their executive functioning skills including controlling their impulses, recalling what they've learned and adjusting when circumstances change. The curriculum's evaluation in the journal "Early Childhood Research Quarterly" is explored. Why the Tools of the Mind curriculum didn't meet the What Works Clearinghouse's standards is discussed.

The article discusses special education in the U.S., focusing on the challenges facing students with disabilities at the time of their graduation from the public schooling system. Topics addressed include the drastic lifestyle change which happens after the public school's mandated services end, vocational and life skills-preparation for special education graduates, and government efforts to better serve students approaching the transition from student to adult life.

A letter to the editor is presented which discusses how high-stakes testing is having a negative effect on teachers and students as well as marginalizing life-skills training.

A letter to the editor is presented in response to the article "'Soft Skills' Seen as Key Element for Higher Ed.," published in the November 14, 2012 issue of "Education Week," addressing the article's claim that U.S. students are not being taught life skills.

The article presents a reader's response to the essay "To Pass or Not to Pass? The End-of-Year Moral Dilemma" by Colette Marie Bennett in the June 19, 2012 issue of “Education Week Teacher,” commenting on teachers' responsibility to teach both standard curricula and life lessons.

This article discusses a plead from business and higher education leaders with schools to teach skills for the 21st-century, which includes interdisciplinary thinking. Elena Silva, an Education Sector policy analyst, wrote a report called "Measuring Skills for the 21st Century," which is also discussed.

The article focuses on a national U.S. campaign to prepare young people for college and everyday life called "Ready by 21." The program is run by the Forum for Youth Investment, directed by Thaddeus Ferber, and will also involve other nonprofit organizations. Topics of the initiative include dropout prevention and the development of project leaders in all 50 states.