The average length of an individual’s education has grown over time, driven by the promise of improving a person’s job prospects and, consequently, their quality of life. However, several behavioural studies report that most skills needed to enhance job prospects are learned not in school but on the job. Related research also highlights the critical role of socio-emotional skills in human capital development. Nevertheless, researchers claim that there is a need for better measurement of such skills. Cognitive neuroscience research may play a pivotal role in addressing this gap by providing explanatory mechanisms and objective metrics, as well as by inspiring innovative human capital interventions. This review highlights how integrating socio-emotional neuroscience data into educational settings can improve individual and societal well-being.
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