All the life skills are interrelated and reinforce each other, together, they are responsible for developing overall psycho-social competence, building self-esteem and self-efficacy and fostering complete development. Life skills are grouped/divided into three basic categories i.e. (a) Interpersonal or social skills consisting of communication skills, assertiveness skills, cooperation skills, and empathy;

(b) Thinking or cognitive skills consisting of problem-solving, critical thinking, creative thinking, decision making, and self-awareness;

(c) Emotional skills consisting of managing stress, managing emotions, and resisting peer pressure.
Anyone and everyone who wants to lead a meaningful life, a healthy wellbeing, needs life skills. Life skills are applicable to all ages of children, adolescents and young people, however, the school children particularly in the age group of 10-18 years seem to be more prone to various behavioural and emotional issues, hence life skills education becomes more important to them.

Some of the common issues that many people face today, and because of which life skills becomes more relevant for every individual are:

• Going through issues like alcoholism, drug abuse and casual relationships are boredom,
rebellion, disorientation, peer pressure and curiosity.

• Inability to tackle psychological factors such as emotional pain, conflicts, frustrations and
anxieties about the future.

Conducting life skills education sessions is a challenging job but at the same time it is considered as rewarding also. Due to the infrastructure availability, experienced teachers, audience size (the children) and the relationship with communities and parents, schools are considered an appropriate place for the transaction of life skills education. To introduce life skills into schools, there are two ways, firstly it can be introduced as a new subject or secondly it can be integrated in other school subjects. Life skills education is successful only when students are actively involved in a dynamic teaching-learning process. The emphasis of life skills education remains on the ‘practical learning’ or 'experiential learning' because life skills cannot be learnt in abstract and theoretical way. Hence, interactive teaching and participatory learning methods are the two critical components of this type of education.
Some of the ways in which life skills education can be imparted by the teachers are real life activities, worksheets and assignments, debates, drama, brainstorming, situation analysis, relaxation exercises, games and other interactive and participatory techniques.