Abstract
Public policies aimed at reducing social inequalities and promoting academic success by adding extra resources are sometimes ineffective because they overlook the psychosocial determinants of human behavior. This is the starting point for research into social and behavioral competencies, such as self-confidence, a sense of control over what happens to us, optimism about our ability to progress, and the ability to cooperate. This contribution first establishes the French deficit in social and behavioral skills, then presents their impact on academic success and professional integration, and finally discusses possible actions in schools to increase these skills.
