In a community of just 64,500 people, it’s easy to believe the narrative that we are facing a skills shortage. It’s a phrase that is repeated often, in boardrooms, in policy discussions, and across industries.
But I don’t believe that’s the real issue.
What I believe we are facing is a confidence shortage.
Too many people, none more so than those still in education, who are finding some subjects difficult, making them feel that they are not “good enough”, not academic enough, not skilled enough, not capable enough, to pursue certain careers or enter particular industries. And when that belief takes hold early, it can shape the course of an entire life.
A Personal Perspective
This is something I feel deeply about, because I’ve lived it.
After losing my mum to cancer at a young age, I experienced a turbulent childhood, moving from home to home until I was fortunate enough to find stability with my incredible foster mum. During that time, I managed to keep up with my education, achieving grades that allowed me to move straight into an advanced college course, skipping the foundation level entirely.
On paper, I had done well.
But internally, I didn’t feel academic at all.
In fact, I believed the opposite.
It’s only now, as an adult, that I can see how far from the truth that was. I had the ability, but I lacked the confidence to recognise it.
And I often wonder… what might have been different if I had known that at the time?
Rethinking “Ability”
We place far too much emphasis on a narrow definition of success, particularly one rooted in exam performance.
Of course, exams have their place. But they are not the sole, nor the most accurate measure of a person’s ability, potential, or future success.
Someone who struggles in an exam environment may go on to become an exceptional employee, an innovative thinker, or a highly skilled professional. Why? Because learning becomes far more powerful when it is connected to genuine interest, practical application, and real-world context.
Equally, achieving top grades of 8s and 9s does not guarantee workplace success. The qualities that make someone thrive in a professional environment extend far beyond academic attainment: communication, resilience, adaptability, creativity, and emotional intelligence, to name just a few.
We need to broaden our understanding of talent.
Focusing on Strengths
Rather than asking young people to fit into predefined boxes, we should be asking a different question:
What are they good at?
Every individual has strengths, whether practical, creative, interpersonal, analytical, or technical. When we identify and nurture those strengths, we unlock potential not only for the individual, but for our wider economy and community.
This is particularly important in a smaller population. We cannot afford to overlook talent simply because it doesn’t present itself in traditional ways.
A Collective Responsibility
This is not something that schools alone can solve.
It is a shared responsibility across:
- Education
- Industry
- The wider business community
We need to:
- Create environments where young people feel capable and valued
- Highlight diverse career pathways and role models
- Offer meaningful exposure to industries beyond the classroom
- Shift the narrative from “you’re not ready” to “you have potential”
Looking Ahead — Especially in an Age of AI
As we move further into an era shaped by rapid technological advancement and artificial intelligence, this shift becomes even more critical.
Technical knowledge will always matter, but the human skills such as curiosity, creativity, problem-solving, and collaboration will become increasingly valuable.
We cannot afford to discourage those qualities at an early stage.
Instead, we must actively cultivate confidence, helping young people to recognise their abilities and trust in their potential.
A Final Thought
If there is one message I would want every young person to hear, it is this:
You are more capable than you think you are.
And for those of us in positions to influence, guide, or employ the next generation:
It is our responsibility to help them see that for themselves.
Let’s stop telling young people what they aren’t, and start showing them what they are.
