Abstract: Non-cognitive abilities, also termed as Social and Emotional Skills (SSES), are believed to have a profound and far-reaching impact on individuals’ growth and development. Previous psychological experiments confrmed that non-cognitive factors could have an impact on education, health and social well-being. The SSES reports by OECD ofer insights on multiple facets of non-cognitive information during adolescents’ growth, which seeks further understanding of the mechanisms and contextual features infuencing the formation and development of students’ non-cognitive skills as well as subject learning. Based on the OECD 2019 Suzhou data, this study tested a number of hypotheses concerning social and emotional skills and subject learning achievements, including mathematics, reading literacy and arts. The results confrmed that various social and emotional non-cognitive constructs emerged to be facilitating disciplinary learning, including mathematics, reading literacy and arts achievements. This paper ofers some refections on the integration of non-cognitive skills in designing the education policy guidelines.