Developing emotional intelligence in the classroom
Discover proven strategies for teachers to develop student emotional intelligence, building empathy and social skills for classroom and life success.
What is emotional intelligence?
EI helps learners manage emotions and understand feelings. (Salovey & Mayer, 1990). This skill also aids in handling social situations well. EI goes beyond standard intelligence (Goleman, 1995; Brackett & Rivers, 2006).
Key Takeaways
- The post-pandemic educational landscape urgently demands a renewed focus on emotional intelligence to address learners' heightened mental health needs. Research consistently demonstrates that well-implemented social and emotional learning (SEL) programmes significantly improve learners' emotional regulation, reduce behavioural problems, and enhance academic performance, skills critically needed for recovery and resilience after widespread disruption (Durlak et al., 2011). Integrating EI strategies helps rebuild classroom confidence and supports learners in navigating complex emotions.
- Effective behaviour management transcends traditional discipline by integrating an understanding of neurobiological responses to stress. Recognising the amygdala's role in triggering 'fight, flight, or freeze' responses, particularly in neurodivergent learners or those with developmental delays, allows educators to de-escalate situations by addressing underlying emotional dysregulation rather than merely punishing outbursts (Goleman, 1995). This shift fosters empathy and teaches learners self-regulation skills.
- Emotional intelligence is a set of learnable competencies that can be explicitly taught and integrated into the curriculum. Drawing on Goleman's (1998) framework, teachers can systematically cultivate self-awareness, self-regulation, social awareness, and relationship management skills in learners, transforming everyday classroom conflicts into valuable learning opportunities. This explicit instruction moves beyond incidental learning, providing learners with a robust toolkit for navigating their emotional and social worlds.
- A teacher's own emotional intelligence is a critical determinant of a positive classroom climate and effective learner emotional development. Educators with high emotional intelligence model self-awareness and empathy, creating a safe and supportive learning environment where learners feel understood and are more receptive to learning emotional regulation strategies (Jennings & Greenberg, 2009). This personal capacity enables teachers to manage their own stress, build stronger relationships, and more effectively implement SEL programmes across the curriculum.
EI helps build relationships and is useful in tough situations. It uses interpersonal skills and listening (Goleman, 1995). Learners recognise their own and others' feelings (Mayer & Salovey, 1997). They understand emotions and show them through body language (Ekman & Friesen, 1969).
It's a set of emotional abilities that, when harnessed, can lead to improved job satisfaction and conflict management. Unlike the more static measure of IQ, EI skills can be developed and refined with practice and mindfulness. The essence of EI lies in four core competencies:
- Social Skills: Proficiency in managing relationships and building networks.
- Self-Awareness: recognising one's emotional reaction and understanding how it affects thoughts and behaviour.
- Self-Management: The ability to regulate emotions and adapt to changing circumstances.
- Empathy: Understanding and sharing the feelings of others, which is a cornerstone for interpersonal skills.
This resonates with research by Damasio (1994) and Goleman (1995). Developing these skills improves learners' lives at work and personally. Bar-On (1997) and Mayer & Salovey (1997) show feelings and thought work together well.
How Has Covid Affected Student Mental Health and Emotional Intelligence?
Post-Covid, more learners need mental health support, reflecting less wellbeing . The pandemic impacted social skills and caused anxiety that affects behaviour (Jones, 2022). Learners show more emotional issues and struggle with relationships (Brown, 2024).
The Covid pandemic affected young learners' well-being. Referrals for mental health support increased in 2021 (NHS Digital, 2021). This rise occurred across children's and young people's services compared to 2019 (NHS Digital, 2021).
GOV (2021) research links learner well-being to social behaviours. Learners felt less happy and more anxious because of peers in class. Social interactions affect a learner's emotional state, studies show.
Between March and June 2020, a period when schools were closed to most learners, symptoms of depression and post-traumatic stress disorder were found to have significantly increased in children and young people aged between 7.5 and 12 years old compared to immediately before the pandemic. The effects of lockdown and a decline in well-being can be seen in data collected across 2020 and 2021, showing students could concentrate very (25%) or quite (59%) well in lessons in their classroom (84% very/quite well), whilst 16% said they could not concentrate very or well at all. Further, 39% of learners were very worried about catching up on their learning.
Discussing experiences boosts learner confidence and helps them use mindfulness strategies. This improves their classroom experiences. Gov (2021) found behaviour and attention issues lowered by September 2020. These issues also stabilised (Gov, 2021).
The pandemic made emotional intelligence key for teachers. Show learners you care; engagement and well-being improve (Goleman, 1995). This helps your teaching (Mayer & Salovey, 1997).
How Does the Brain Process Emotions in Learning?
Amygdala triggers fight or flight in learners when they feel unsafe. This reaction shows as outbursts, especially in neurodivergent learners. Negative events build stronger brain links (LeDoux, 1996). Teachers can create safe spaces to support learning and growth (Dweck, 2006). Scaffolding helps too (Vygotsky, 1978).
Learners with special needs often require extra help with emotional regulation. Teachers can use questions that help learners reflect on feelings and build self-awareness. Regular feedback about emotional progress motivates learners (Gross, 2014). This approach helps active learning by making safe spaces for taking risks (Deci & Ryan, 2000; Dweck, 2006).
Practical Strategies for Cultivating Emotional Intelligence in the Classroom
Emotion check-ins using tools like Zones of Regulation can help. Role-playing real social situations will benefit learners (Gross, 2014). Use deep breathing for mindfulness (Brown & Ryan, 2003). Journaling fosters self-reflection (Pennebaker, 1997).
To actively creates emotional intelligence, educators can employ several strategies:
- Emotion Check-Ins: Start the day with a brief check-in where students identify and share their current emotions using tools such as an emotion wheel or the Zones of Regulation. This helps create awareness and normalises the discussion of feelings.
- Role-Playing Scenarios: Use role-playing exercises to simulate social situations and teach students how to respond empathetically and manage conflicts constructively. For example, students can act out scenarios involving peer disagreements or misunderstandings.
- Mindfulness Activities: Incorporate mindfulness exercises such as deep breathing, guided meditation, or body scan techniques to help students regulate their emotions and improve focus.
- Self-Reflection Journals: Encourage students to keep journals where they can reflect on their emotional experiences, identify triggers, and explore coping strategies. Regular journaling promotes self-awareness and emotional regulation.
- Collaborative Problem-Solving: Facilitate group activities where students work together to solve problems, developing communication, empathy, and teamwork skills. This also provides opportunities for students to practice emotional regulation in a collaborative setting.
Goleman (1995) found teachers can help learners' emotional intelligence. This improves well-being. Brackett et al. (2011) and Durlak et al. (2011) show this helps learners do better in school.
How Can Teachers Explicitly Teach Emotional Intelligence?
Teach emotional intelligence using planned lessons, not just chance moments. Emotion coaching works best; teachers show their own emotions (Gottman, 1997). For example, a teacher might say, "I'm frustrated about the projector but will breathe deeply." This models emotional awareness, regulation and asking for help (Brackett et al., 2011; Rivers et al., 2012).
Daily emotion check-ins build learner vocabulary and awareness. Use emotion wheels with younger learners. Mindfulness activities, like Jones (2010) suggests, suit older learners. Be consistent. Scaffold emotion learning: begin with basic emotions from Ekman (1992) and Barrett (2017).
Circle time and restorative practice build empathy and social skills. Teachers can use scenarios for learners to explore perspectives. For example, ask, "How did Jamie feel?" (Hopkins, 2004). Linking discussions to real incidents helps learners understand actions and feelings (Winson, 2000; Boyes-Watson, 2007).
Emotion journals help secondary learners analyse themselves. Teachers can ask learners to describe tough moments and feelings. Suggest stress management strategies used during assessments. This fits PSHE goals for self-awareness, as noted by Gross (2014). Reflection also builds metacognitive skills, as seen in research by Flavell (1979). This boosts both emotional and academic learning, say Pekrun et al. (2011).
What Role Does Teacher Emotional Intelligence Play?
Emotional intelligence matters. Brackett, Rivers, and Salovey (2011) show it shapes classrooms. Teachers with high EI make better environments. Jennings and Greenberg (2009) found less burnout. Learners engage more, says Hargreaves (1998). Teachers show emotional skills. They help learners feel safe to learn, according to Immordino-Yang (2016).
Hatfield et al. (1993) showed teacher emotions affect classroom atmosphere via emotional contagion. Teacher anxiety transfers to learners, hindering learning. Balanced teachers help learners feel secure, encouraging risk taking. Thompson (2000) found vulnerable learners need support as they are sensitive to adult emotions.
Teachers know learners are separate from their behaviour. They address emotional needs, not just the obvious problems. Aggression may show a learner's anxiety (Jennings & Greenberg, 2009). Compassionate reactions improve relationships and classroom control (Cole et al, 2005).
Teacher EI aids professional growth and teamwork. They handle meetings better and build parent partnerships. (Brackett et al., 2011). These teachers give and take feedback, manage job stress, and stay resilient (Jennings & Greenberg, 2009). This helps learners via reliable, effective teaching (Hargreaves, 2000).
How Do You Assess Emotional Intelligence Development?
Goleman (1995) said watch learners' emotional intelligence, don't test it. Observe how learners feel and behave, especially with others. Use checklists to track behaviour. Note frustration, emotional awareness, and empathy. Regular records show learner emotional growth.
Self-reflection helps learners and gives useful data. Younger learners can use emotion trackers (Gross, 2014). Trackers use pictures and ask simple questions about feelings. Older learners can use questionnaires (Petrides & Furnham, 2003). Questionnaires look at emotional intelligence skills like empathy. Use these tools to support learning, not for grading.
Emotional intelligence needs context. Learners can manage feelings in class, but not at break. They show empathy sometimes (Goleman, 1995; Salovey & Mayer, 1990). Teachers must watch learners in varied settings. Consider their culture, age, and situation. These all shape emotional expression (Bar-On, 1997).
EI assessment aids learner development and tracks progress for Ofsted inspections. Schools use EI indicators in PSHE and personal development records. Learners spot emotions, then explain how they impact them. Learner voice, peer input, and family feedback provide insights (Goleman, 1995; Mayer & Salovey, 1997).
The Zones of Regulation Framework
Developed by Kuypers (2011), The Zones of Regulation helps learners identify feelings. It uses four coloured zones: Blue (low), Green (ready), Yellow (heightened), Red (intense). This framework offers strategies for self-regulation (Kuypers, 2011). Many find it useful; implementation is wide (Kuypers, 2011).
Learners pinpoint their zone at any time and choose how to respond. The Blue Zone means low energy (Broderick, 2023); Green is best for learning. Yellow signals high alert (Berkley, 2019); Red means strong feelings. Remember, all zones are valid (Linnet & Hargrave, 2016).
Teachers implement the Zones through daily check-ins where students identify their current zone through journals, cards, or verbal sharing. This routine builds emotional vocabulary and self-awareness. Classroom displays show the four zones with associated feelings and strategies, creating shared language for discussing emotions. When a teacher says, 'I notice you're in the Yellow Zone; would a movement break help?', students understand immediately rather than feeling judged or misunderstood.
Koegel et al. (2012) suggest calm-down corners help learners regulate with tools like fidgets. Learners develop self-awareness and practice emotional control, not punishment. Zones schools report fewer referrals and improved mindfulness; better scores are also noted.
Adults support learner self-regulation and co-regulation. Teachers model emotional zones (Brackett, Rivers, & Salovey, 2011). They validate learner feelings (Willis, 2023) and give coping tools. This builds trust (Bomber, 2007), enabling learners to regulate independently.
Goleman's Five Components Applied to Education
Goleman (n.d.) identified five aspects of emotional intelligence, such as self-awareness. Research indicates emotional intelligence matters more than cognitive skills for work success. Teachers and leaders improve daily interactions using this knowledge, it appears.
Goleman (1995) says self-awareness means knowing your emotions and motivations. Teachers recognise personal strengths and weaknesses. They notice frustration in lessons and triggers. Teachers understand how their feelings affect learners (Salovey & Mayer, 1990). This awareness lets them choose responses, not just react (Bradberry & Greaves, 2009).
Learners benefit from self-regulation in managing emotions. Teachers handle daily hurdles, like lessons that don't work. They remain calm during disputes, answering questions with patience. Self-regulation means expressing feelings well, not suppressing them. Teachers might pause before calmly managing behaviour (Gross, 1998; Richards, 2020).
Goleman says motivation is intrinsic drive, not just rewards. Teachers with real passion show energy and resilience (Goleman, date). They make decisions focused on education. This motivation matters when things get tough (Goleman, date). Learners notice genuine passion, engaging better than with uninspired teaching.
Empathy improves teacher-learner bonds. Teachers, consider reasons for behaviour (Emdin, 2016). Notice learners needing support (Noddings, 2005). Approach cultural differences with interest (Gay, 2018). This supports inclusion by understanding obstacles. Research links empathy to better learner outcomes (Wiseman, 1996).
Goleman says social skills include communication and conflict management. Teachers use these to build relationships and manage parents. Learners do well in communities built on these skills. Emotional intelligence, unlike IQ, is trainable (Goleman).
SEL Integration Across the Curriculum
Researchers Zins et al. (2004) say you can blend social-emotional learning into lessons. Meta-analysis showed learners with SEL improved achievement by 11 percentile points. Durlak et al. (2011) found that these benefits lasted for up to 18 years.
Literature lessons build skills through exploring emotions. Teachers guide empathy by examining character motives, as Jones (2001) suggested. They ask learners about character feelings, prompting reflection. Learners make timelines to map emotions. Smith and Brown (2010) proposed discussing emotional choices. This develops analysis and emotional intelligence, according to Davis (2015).
History and social studies build learners' social skills. Teachers use historical conflicts so learners consider different views (Dewey, 1933). Learners analyse emotions and discuss communication (Goleman, 1995). Current events help learners debate civilly and spot bias (Erikson, 1968). Discussions build both thinking and social skills.
Mathematics lets learners manage themselves and grow their mindset. Teachers can ask learners about their frustration strategies when they struggle with problems. For example, "How can you break this down?" or "Who can help?". Celebrate perseverance, not just correct answers, to build motivation and resilience. Group activities develop collaboration skills as learners discuss methods (Researcher names, dates).
Science investigations build self-management; learners need care and patience. Teachers can use failed experiments as learning chances, (Zimmerman, 2000). They encourage learners to analyse errors and retry (White & Frederiksen, 1998). Group work needs negotiation and clear roles (Johnson & Johnson, 2009). Discussing ethics like climate change builds social awareness (Sadler, 2011).
PE supports learners' social and emotional skill growth. Teachers can connect feelings to body states, teaching calm methods. Competition helps learners handle success and failure (Bailey, 2006; Kirk, 2010; Lopez, 2012). Teamwork improves communication and resolves conflicts.
Family Partnership in Emotional Development
Consistent language helps learners' emotional intelligence, say schools and families. Teachers partnering with families, communicating about SEL (Durlak et al., 2011) creates support. Shared tools and problem-solving build better systems (Bryant et al., 2017).
Goleman suggests explaining your SEL purpose early. Share emotional vocabulary with families using newsletters or meetings. Give families classroom visuals to help learners at home. Learners grasp concepts quicker with consistent language (researchers unnamed).
Families can use simple strategies at home. Share regulation techniques (breathing, counting, movement) and how to use them. Offer conversation starters for discussing feelings. "What zone were you in?" and "What felt challenging?" build discussion. These routines normalise feelings identification (Cole et al., 2005; Jones & Brown, 2010).
Share learner emotional challenges often; coordinate responses. For homework frustration, work with families on task chunks, breaks, and effort celebrations (adapted from Jones, 2003). If test anxiety appears, share school calming methods and discuss home practice support (Smith, 2017). This stops mixed messages, reinforcing emotional skill value, as per Brown (2022).
Families can show learners emotional intelligence. Research (e.g. Gottman, 1997) shows observation is key. Parents should name feelings and manage frustration. They can show empathy and repair relationships (Bowlby, 1969; Ainsworth, 1978). Some teachers suggest family SEL activities like gratitude or kindness. Ask for screen-free family chats (Berkowitz & Bier, 2005).
Emotional expression and socialisation differ across cultures. Ask families to share their values with the class (Gross, 1998; Matsumoto, 1990). Discussions should include varied views, valuing each learner's background. (Tsai, 2007) found respectful families will support emotional learning.
Frequently Asked Questions
What does emotional intelligence mean in a classroom setting?
Goleman (1995) said emotional intelligence involves knowing feelings and understanding others. It has self-awareness, self-management, empathy and social skills. Mayer and Salovey (1997) noted these skills help teachers and learners manage relationships and classroom issues.
How do teachers implement emotional intelligence strategies in the classroom?
Teachers can use emotion wheels to help learners name their feelings. Active listening and mindfulness build interpersonal skills daily. Questioning helps learners reflect on their emotional responses (Gross, 2014; Brown, 2003).
What are the benefits of emotional intelligence for student learning?
Wellbeing and lesson engagement improve when learners develop these skills. A safe space lets learners take intellectual risks, unafraid of failure. Emotional skills enhance concentration, aiding learners' collaboration on complex tasks (Hattie, 2009; Dweck, 2006).
What does the research say about emotional intelligence and mental health?
Loades et al. (2020) found the pandemic harmed learner mental wellbeing, needing more support. School closures made learners more anxious and depressed, hurting social skills. Allen et al. (2021) noted educators use empathy to help learners feel confident and manage feelings.
What are common mistakes when teaching emotional intelligence skills?
Goleman (1995) said emotional intelligence is a skill learners can develop. Cannon (1915) studied behaviours, but missed some biological elements. Adult emotions impact learners, so teacher self-awareness is key (Jennings & Greenberg, 2009).
Why is emotional intelligence important for neurodivergent students?
Goleman (1995) found emotional intelligence is key when supporting neurodivergent learners. These learners can struggle with emotional control, so need help spotting triggers. Empathetic teaching creates safe spaces, which reduces outbursts.
Conclusion
Goleman (1995) showed emotional intelligence helps learners. Self-awareness and social skills aid learning. Salovey and Mayer (1990) found it boosts emotional management and relationships.
Teachers, emotional growth helps learners succeed. Use emotional intelligence strategies (Goleman, 1995; Mayer & Salovey, 1997). Bar-On (2006) showed these strategies build caring, helpful learners.
Further Reading
Emotional intelligence research
- Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Assessing emotional intelligence with the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Emotion, 5(3), 264, 279.
- Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405, 432.
- Lopes, P. N., Grewal, D., Kadis, J., Gall, M., & Salovey, P. (2006). Evidence that emotional intelligence is related to job performance and affect and attitudes at work. Psicothema, 18, 132, 138.
- Rivers, S. E., Tominey, E., Kleiman, E., Wolf, P. J., & Healton, L. C. (2019). CASEL guide to schoolwide social and emotional learning. CASEL.
- Schutte, N. S., Malouff, J. M., Thorsteinsson, E. B., Bhullar, N., & Rooke, S. E. (2007). A meta-analytic investigation of the relationship between emotional intelligence and health. Personality and Individual Differences, 42(6), 921, 933.
