Intelligence is something that can be measured and varies amongst individuals. However, it is not static and can therefore grow if cultivated in the right way. When we speak about emotional intelligence this is also the case.
An individual's emotional intelligence is impacted by many factors which include genetics, community, culture and class and was a phrase first used by Peter Salovey and John D. Mayer in 1990. Often the measurement of intelligence leads to a diagnosis of lacking skills and when we discuss emotional intelligence this means the lack of ability to engage with ones own and others emotions.
The ability to react to situations with the appropriate emotional intelligence can be difficult for some students and this results in them exhibiting challenging behaviours. It is therefore important that we can identify and understand when a student is in need of support.
Traditionally intelligence is measured on the score achieved by an individual student on their intelligence test. However, this has been found to be an inappropriate method for gauging emotional intelligence. It has been identified that students who have need for support with respect to their emotional intelligence will struggle with academic demands faced in mainstream school but it does not mean that there is no hope. If we provide the necessary strategies they too can be successful at school.
Social and emotional support at school can benefit students who exhibit challenging behaviour. They can learn strategies and acquire tools to help themselves. Whole school approaches were launched in the early 2000s like the British Government SEAL (Social Emotional Aspects of Learning) program highlighting the benefit of such programs for all students by promoting social and emotional wellbeing. Essential strategies for the growth of emotional intelligence could include:
Recognising emotion in oneself and others would be based on recognising facial expressions, language use and contextual cues.
Harnessing emotion to use it in appropriate contexts at appropriate times.
Labelling emotion in order to differentiate between different emotions and their responses.
Managing emotion so as to modify it where and when necessary.
I believe that supporting students who exhibit challenging behaviour in the acquisition of strategies to manage and understand their emotions and the emotions of others is key to their success.
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