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Feel the Difference: Learning in an Emotionally Competent School

Occasional Paper No. 6
Lynne Gerlach with Julia Bird, June 2002

This paper explores the implications and applications of emotional intelligence in primary and secondary schools. Learning is an emotional and social process. The role of emotions in learning is complex. The authors argue for an integrative approach drawing on related theories and research about emotions in learning so that the view most fitting, most helpful to the job in hand can be utilised. Four main areas of study into emotions are examined to see what they have to say about increasing capacity to learn:

  1. Emotional Intelligence, a capacity and potential to be addressed, developed, utilised and extended;
  2. Emotional Development: how it can be supported or blocked; how blocks in emotional development are manifest in the behaviours that interrupt learning;
  3. Emotions as promoters or inhibitors of learning - the links between emotions, cognitive development, memory and learning; and
  4. Emotional Resilience: the importance of building emotional capacity to learn.

In thinking about what an emotionally competent school would look like, some of the beliefs and messages about learning and about emotions are reconsidered in relation to their impact on the capacity to learn. The importance of ‘relationship’ within the school community is made clear given its crucial role as the locus, material and vehicle (the where, what and how) of emotional and social development. The concept of self esteem is re-examined. One application of an emotionally developmental approach to behaviour management is illustrated. The implications for school and classroom environment, learning culture, teacher – learner relationships, and whole school processes and systems are explored.

The importance of Emotional Intelligence for the curriculum is considered in relation to:

  1. Opportunities to learn in, through and about relationship within the school and wider learning community;
  2. Opportunities to reflect and to exercise imagination and stimulate creativity; and
  3. A specialist ‘core’ Emotional Literacy course at the heart of Personal, Social, Health and Citizenship Education.

Readers are reminded of the contribution schools can make to developing lifelong learners with emotional resilience and resourcefulness (Claxton, 1999), who feel a sufficient sense of connection to their community, the wider world and the environment to want to play a part in their sustainability.

The paper ends with a brief description of the key elements of an emotionally competent school.