Developing emotional intelligence at school could help children lead more successful lives, have better relationships

STUDENTS who have a high academic intelligence will be better off at school, but what about improving our kids’ emotional intelligence? Swinburne University sees the benefit of bolstering the skill. Here’s why.

HIGH academic intelligence has often been associated with leading a successful life.

But while studying maths, science and English may help to prepare children for further education, high emotional intelligence is linked with better earning potential.

It is becoming such a highly valued trait that some schools are testing and developing children’s emotional intelligence to better equip them for adulthood.

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Swinburne University has worked with around 20 schools in Australia and New Zealand to develop, test and better understand emotional intelligence in adolescents and children in the last decade.

In Victoria, these schools include Camberwell Grammar School, St Catherine’s School and Overnewton Anglican Community College.

WHAT IS EMOTIONAL INTELLIGENCE?

Emotional intelligence (EI) is the type of intelligence that concerns humans’ abilities to deal with emotions such as sadness, happiness, and anger.

Swinburne University Professor Con Stough said different people have different levels of emotional intelligence.

“In general, EI can be thought of as a series of skills to do with how we process, express, use and manage emotions,” he said.

Professor Stoughsaid our level of emotional intelligence affects “our ability to understand others, particularly the understanding of the emotions experienced by others, the ability to use emotions to guide decision making, and importantly our ability to manage and control emotions.”

For example, someone with low emotional intelligence is less likely to be able to deal with unexpected change as well as someone with high emotional intelligence.

Emotional intelligence is proving to be just as important to students’ success as academic intelligence. Picture: iStock

HOW IS IT TESTED IN CHILDREN?

Prof Stough said there are different ways to test children’s emotional intelligence depending on their age group.

“These methods sometimes ask students to identify emotions from faces, or provide their reasoning about a story that involves people interacting,” he said.

“Other ways include an adolescent rating how often they undertake certain behaviours, or we might ask them whether certain scenarios are like them.”

He said some tests for older children are similar to those they could receive in the workforce.

“We might ask their peers to rate their emotionally intelligent behaviours; this provides another level of insight for each adolescent,” he said.

“The data is only a starting point to assist in the development of EI for each child, and is used differently at each school.”

WHY IS IT IMPORTANT?

Prof Stough said increasing children’s levels of emotional intelligence can help to ensure they become better functioning adults.

“The brains of children and adolescents are still developing, so it might be easier to develop emotional intelligence at a younger age,” he said.

“The pressures on children and adolescents are increasing and schools are reporting that anxiety and depression among other psychological states are increasing, so we need to equip schools with programs and techniques to help students.”

Anglican Church Grammar headmaster Dr Alan Campbell said his school became involved with Swinburne’s research more than one decade ago as a way to ensure its students were well-balanced and resilient.

Professor Con Stough has been researching emotional intelligence for over a decade. Picture: Colin Murty.

“We are very aware that in personal relationships and professional lives, emotional skills are just as important, if not more important, than general intelligence.”

Prof Stough said emotional intelligence development can help with academic achievement.

“Research has shown that children and adolescents higher in emotional intelligence do better scholastically, are happier, show greater wellbeing and make better relationships,” he said.

“Children and adolescents low on EI tend to have more problems, suffer anxiety and depression more, are more likely to act out in class and have more impulsive behaviours, including illicit drug use.”

He said developing emotional intelligence in schools can also help to reduce bullying.

“We’ve found that bullies have lower emotional intelligence,” he said.

“We also know that if left unchecked bullies at school become bullies in the workplace.”

HOW IS IT TAUGHT?

Through its partnerships with schools, Swinburne has developed a series of emotional intelligence programs, Aristotle-EI.

Prof Stough said there are fun and interactive programs for each year level, starting at grade one.

“Swinburne trains the teachers in how to use the programs and helps schools adapt them for their particular circumstances,” he said.

“We are careful not to overlap with other programs currently used in these schools and tailor the lessons, order and timing based on what else is happening in the school.”

Dr Campbell said Anglican Church Grammar’s programs focus on emotional understanding, emotional management and the development of wellbeing, resilience and leadership skills.

“In the earliest stages, EI programs in Year 1 invite students into conversations and activities where they identify and describe various day-to-day emotions such as joy, anger, pride or calm; help students describe how they feel in various circumstances and how they responded,” he said.

He said as the programs progress to the upper years of school, the learning experiences become more sophisticated.

“Students discuss the differences between thoughts and emotions and how emotions can affect their thinking and reasoning,” he said.

He said developing greater emotional management and reasoning is vital to ensuring students finish school equipped with the skills to face any challenge life throws at them.

Students are the only ones to benefit from the program.

Prof Stough said they also measure and develop emotional intelligence in teachers and are creating lessons that involve parents.

“We are a whole school approach,” he said.

“Teachers have a tough, stressful job, so EI can help them experience less stress, become more resilient and enjoy their job better.”

Developing children’s emotional intelligence in schools can lead to reductions in bullying. Pic: iStock

WHAT CHANGES CAN BE EXPECTED?

Prof Stough said the changes experienced in children will differ depending on their ages and development rates.

“Younger children are still learning the basics about emotional intelligence, so for them it is about expanding on their emotional vocabulary so that they can have a deeper understanding of themselves,” he said.

He said young children may gain a better understanding of their peers and how their behaviour can affect them.

“Hopefully they will also learn some simple strategies to better manage strong emotions such as anger and excitement,” he said.

He said they should also have well-developed empathy and understanding of others.

“In general, all children and adolescents with well-developed emotional competencies should be self-aware — they understand why they experience certain emotions and whether those emotions are appropriate for their situation.”

Dr Campbell said the results at Anglican Church Grammar speak for themselves.

“[The programs] have been effective in enabling students to better identify, manage and control their emotions,” he said.

He said he has received very positive responses from parents who are grateful that their children are being prepared for the ever-changing world they live in.

“They understand that effective programs undertaken in the formative years can be vital in better preparing young people to be positive and to be optimistic and encouraging of themselves,” he said.