The term has achieved widespread use (e.g. Farrington et al., Others have referred to ‘super-cognitives’, to emphasise the fact that these factors rely on and emerge from particular (cognitive) thoughts, ideas and developed meanings (Intrator and Siegel, 2014). Whatever exactly these ‘skills’ are, in many contexts there has been a concerted shift towards pedagogies which aim to develop higher-level personal and social competence.