Emotional Intelligence Quotient
At EQO we acknowledge the importance of student success in and out of the classroom. In order to provide students with opportunities for success we need to equip them with the adequate social and emotional skills to enhance life satisfaction.
So how do we do this? Research indicates that emotional intelligence (EQ) is the prerequisite to learning and focus (Goleman, D. 2012). In order to create successful learners it is important to understand the core features of EQ and how it can benefit students in and out of the classroom.
What is EQ?
The term Emotional Intelligence was coined by two researches – Peter Salavoy and John Mayer in the early 1990s. It was later popularised by science journalist, Daniel Goleman in 1996. In general terms, Emotional intelligence refers to the ability to identify and manage emotions. Usually it can be attributed to three skills:
- Emotional Awareness: I can identify my emotions and those of others.
- Harnessing Emotions: I can apply my emotions to tasks like thinking and problem solving.
- Managing Emotions: I can regulate my emotions and help others regulate theirs.
Why is EQ Important?
In 1995, Goleman presented evidence that suggested developing the EQ of students in schools was crucial in enhancing learning, while preventing common behavioural problems such as violence. In the years to come, Goleman proved that improving children’s self-awareness and confidence, teaching them to manage their emotions and impulses, and increasing their empathy, resulted in improved behaviour and measured academic achievement.
How can EQ contribute to the success of learners?
In 2011, Roger Weissberg (Vice Chair of the Board of Directors for CASEL – Collaborative for Academic, Social and Emotional Learning) conducted a meta-analysis of 668 evaluation studies of social and emotional programs. The study focused on students from pre-school to high school and the impact of enhancing their social and emotional learning. It was evident in the study that academic accomplishment was improved after undertaking programs aimed to enhance EQ. In addition to the 38 percent of students who improved their overall grade average, 50 percent showed improved achievement scores.
Apart from the obvious academic improvements, schools reported a decrease in incidents of misbehaviour by an average of 28 percent, suspensions by 44 percent and major disciplinary actions by 27 percent. Attendance rates rose and teachers reported that 63 percent of students demonstrated significantly more positive behaviour.
It is evident through this large scale meta-analysis that enhancing the EQ of students can increase the overall life satisfaction of all members of the school community. By committing to the EQO philosophy, you have committed to improving emotional intelligence. The data speaks for itself; your school community will be reenergised with positive, responsible and successful learners.