Construction Professional Advocates for Reviving Basic Hands-On Skills in Texas Families and Schools

Knowing how to read a tape measure, safely use common tools, tighten a loose fixture, or understand why something around the house isn't working used to be knowledge frequently passed from one generation to the next. Construction professional Joel Ney believes families, schools, and community organizations should continue creating opportunities for young people to develop those basic hands-on skills, even if they have no plans to pursue a career in construction.

Ney, who has experience in construction, contracting, and welding, says practical skills have value far beyond the job site. Learning to work with tools and complete basic projects can teach patience, problem-solving, personal responsibility, and the confidence to approach unfamiliar tasks. "Not everyone needs to become a carpenter, welder, plumber, or electrician, but I think everyone benefits from understanding how things work," Ney says. "Even knowing how to measure correctly, use a few basic tools safely, or take care of equipment gives you skills that you'll probably use at some point in your life."

Hands-on learning creates a different kind of challenge. Practical projects require people to turn an idea into a physical result. Measurements have to be accurate. Tools need to be used properly. Students must follow instructions, and mistakes often require stopping, identifying what went wrong, and trying a different approach. For Ney, that process is part of what makes hands-on learning valuable. "When you're building or repairing something, you get immediate feedback," he says. "If something doesn't fit, you have to figure out why. Maybe the measurement was wrong, maybe you skipped a step, or maybe you need to approach it differently. You learn to solve the problem instead of expecting everything to work the first time." Those lessons can be useful no matter what someone does professionally.

Ney says introducing practical skills does not require handing a child a complicated construction project. Families can start with simple, supervised activities appropriate for a young person's age and ability. Learning how to read a tape measure accurately is one example. Older children and teenagers can gradually learn how common hand tools work, how to identify basic hardware, or how to help with straightforward maintenance tasks under appropriate supervision. "The goal isn't to see how quickly somebody can finish something," Ney explains. "It's teaching them to slow down, understand what they're doing, and use the tool correctly. Learning good habits from the beginning matters." Safety should remain central to any hands-on activity, with appropriate supervision and protective equipment.

Hands-on knowledge can also help people better understand routine maintenance. Many household problems begin as relatively small issues. A loose piece of hardware, clogged gutter, damaged exterior material, or piece of equipment that has not been properly maintained can become more difficult to address when ignored. Ney believes young people benefit from seeing routine maintenance as a normal responsibility, not something that only gets attention when something breaks. "Maintenance teaches you to take care of what you have," he says. "You start noticing when something changes, when a part is wearing out, or when a small issue should be handled before it becomes a bigger one."

There is also a broader reason to give young people opportunities to work with their hands. The United States still needs workers with technical and trade skills. Associated Builders and Contractors estimated in early 2026 that the construction industry would need to attract about 349,000 additional workers that year to meet demand beyond its normal hiring pace. The organization has repeatedly emphasized training and workforce development as key to addressing the industry's long-term labor needs. Ney believes exposure matters, even when the ultimate goal is not recruitment into construction. "A young person might try a hands-on project and realize they love that kind of work, which is great," he says. "Someone else might decide construction isn't for them at all. They still walk away knowing how to use a tool, solve a practical problem, and appreciate what goes into skilled work."

One of the most useful outcomes of learning hands-on skills is realizing that unfamiliar problems don't always have to be intimidating. Ney remembers entering the workforce with limited experience and learning from the people around him. Asking questions, observing experienced workers, and continuing to practice helped him build his abilities over time. "Nobody starts out knowing how to do everything," Ney says. "You learn by listening, watching, asking questions, and actually doing the work. Once you've figured out a few things for yourself, you're more comfortable approaching the next problem." That confidence can follow young people well beyond a workshop, garage, or construction project. For Ney, bringing back basic hands-on skills is about making sure useful knowledge keeps getting shared. "Being able to do a few things for yourself gives you a different kind of confidence," Ney says. "You don't have to know how to build a house. Start with something simple, learn how to do it correctly, and build from there."