Soft Skills and Peer Relationships in the School Context: A Network-Based Study

Various theoretical frameworks for inclusive and competence-based education increasingly emphasise the development of soft skills. Commonly conceptualised as multidimensional constructs encompassing knowledge, abilities, and attitudes, these competences enable individuals to act effectively across different contexts while supporting employability, social participation, and lifelong learning. Building on this, the present contribution explores the mechanisms by which different types of informal peer relationships contribute to the development of students’ soft skills at school. Data were collected through a survey conducted across 28 high schools in Southern Italy, involving approximately 1,500 final-year students grouped into 91 classes. The questionnaire administered included both a validated soft skills psychometric scale and network-based questions related to different types of connections among classmates, from friendship to appraisal support. A two-step analytical approach was implemented. First, graded response models were used to derive students’ soft skill scores. Then, network autocorrelation models were applied to estimate the extent to which peer relationships shape individual competences. The results show how friendship and emotional support encourage self-confidence, openness, empathy, collaboration and problem solving, while task-oriented connections mainly reinforce commitment and curiosity. These findings can support educators and policymakers in identifying new intervention strategies, underscoring the importance of integrating peer-based and guided learning activities that embed social interactions.