EMOTIONAL INTELLIGENCE
A recent survey indicated that 20% of teenagers may experience a mental health problem in any given year.
This won't be news to teachers, who see first hand the effects of stress on students every day.
Research shows that by teaching students methods to understand and manage their emotions, they:
- are more resilient
- have stronger relationships with friends, family and teachers
- improve their conflict management skills
- achieve greater academic results
- develop effective leadership skills
Our Emotional Intelligence course uses examples from popular culture to help students understand what emotions are, where they come from, how we can recognise them, and how we can more effectively manage them. Our facilitators share stories from their childhood and the effect these experiences had on their lives, which always has a real impact on students.
We also run a fun group activity that challenges students to think about their internal emotional world versus what they show to others on the outside, which is designed to help develop empathy and compassion towards each other.
We talk about insecurity, shame, anger and vulnerability in an environment in which students feel comfortable sharing and participating.
““We condemn most in others that which we most fear in ourselves””
Here’s an example of what one student wrote in our ‘emotional mask’ activity, where students think about what side of themselves they show on the outside to other people, and how it differs to how they really feel on the inside.
Get in touch
If you'd like to find out more about our Emotional Intelligence course, or to request a quote, please complete the details below and we'll be in touch.
We're always happy to customise this course to meet the specific needs of your school.
Other courses
Learning to learn
People skills
Routines and Habits
REFERENCES
1 Mental Health Foundation, 2018. Article available here
2 Journal of Child Development, 'Impact of Enhancing Student's Social and Emotional Learning' available here
3 Harvard, 2017. Article available here