REGISTRO DOI: 10.69849/revistaft/ar10202512100932
Lucas Wilker de Oliveira Nunes
Hudson Faria de Paula Júnior
Lariele Bueno Miranda de Freitas
Antonio de Freitas Gonçalves Júnior
Abstract
Socio-emotional intelligence refers to the ability to understand and manage emotions while interacting empathetically and effectively with others. In the educational context, this competence goes beyond cognitive intelligence, fostering students’ holistic development and contributing to better academic performance and emotional well-being. Socio-emotional learning (SEL) programs have demonstrated positive impacts by creating more inclusive and collaborative learning environments. Teachers play a crucial role in this process, requiring continuous training to implement strategies such as mindfulness and empathy promotion. These practices enhance emotional balance, conflict resolution, and interpersonal relationships, while also helping to prevent issues like bullying and encouraging social cohesion. However, challenges such as cultural resistance, lack of resources, and the prioritization of academic content hinder the large-scale adoption of SEL programs. Overcoming these obstacles demands public policies and partnerships between schools, families, and communities. The inclusion of socio-emotional skills in the Brazilian National Common Curricular Base (BNCC) highlights the growing recognition of their importance in education. Such integration prepares students to face 21st-century challenges by promoting empathy, resilience, and leadership skills. In conclusion, socio-emotional intelligence is not only a pedagogical strategy but also an investment in the future. It fosters emotionally aware and socially responsible individuals, building more harmonious and inclusive communities.
Keywords: Socio-emotional intelligence; Learning environments; Mindfulness; Empathy; Emotional well-being; Public policies.
1. Introduction
Socio-emotional intelligence, a concept widely discussed in the fields of psychology and education, refers to the ability to understand and manage one’s emotions, as well as to interact empathetically and effectively with others (GOLEMAN, 1995). This competence, increasingly valued, transcends traditional notions of cognitive intelligence, encompassing emotional and social aspects essential for the integral development of individuals.
As pointed out by Salovey and Mayer (1990), socio-emotional intelligence can be understood as a subset of emotional intelligence, involving the processing of emotions and their application in social interactions. These authors defined this ability as a mechanism to perceive, understand, use, and manage emotions in ways that facilitate thought and behavior.
In the educational context, socio-emotional intelligence stands out as an indispensable tool for the development of students who face emotional and social challenges in the school environment. According to Zins et al. (2004), programs promoting socio-emotional learning (SEL) are directly related to better academic and behavioral outcomes and contribute to students’ emotional health.
The relevance of socio-emotional intelligence in schools is corroborated by Durlak et al. (2011), who conducted a meta-analysis of SEL programs and identified significant impacts on improving academic performance and reducing problematic behaviors. These results indicate that working on socio-emotional competencies in the classroom is essential for creating more inclusive and conducive learning environments.
According to Jennings and Greenberg (2009), teachers play a fundamental role in this process, as emotionally competent educators create a safer and more collaborative environment, fostering student engagement. Thus, investing in the socio-emotional training of teachers is as important as developing these competencies in students. The development of socio-emotional intelligence is also aligned with 21st-century demands. As highlighted by the World Economic Forum (2016), skills such as empathy, problem-solving, and effective communication are among the most valued in today’s job market. In this sense, schools play a crucial role in preparing students for future challenges in both personal and professional spheres.
Moreover, empathy, an essential component of socio-emotional intelligence, is a determining factor for harmonious coexistence and conflict resolution. Studies such as Eisenberg et al. (2006) associate empathy with pro-social behaviors, such as cooperation and helping others, which are fundamental for strengthening interpersonal relationships. Kabat-Zinn (1990) further highlights that practices such as mindfulness can significantly contribute to developing socio-emotional intelligence, as they help individuals become more aware of their emotions and reactions. Integrating these practices into the school curriculum can be an effective strategy for promoting emotional balance and student well-being.
On the other hand, the absence of socio-emotional intelligence can lead to relationship difficulties, interpersonal conflicts, and mental health problems. According to Lopes et al. (2006), individuals with low emotional competence tend to be more vulnerable to stress and anxiety, which can negatively affect their academic and social performance. However, implementing SEL programs faces challenges such as lack of resources and resistance from some educators who still prioritize traditional academic content. According to CASEL (2020), overcoming these barriers requires a mindset shift within educational institutions, with the adoption of public policies that encourage students’ holistic development.
Another notable point is the influence of socio-emotional intelligence on leadership development. Goleman, Boyatzis, and McKee (2002) assert that emotionally intelligent leaders are more effective in team management and creating collaborative environments. This perspective reinforces the importance of cultivating these competencies from the early years of education.
In Brazil, the National Common Curricular Base (BNCC) (BRASIL, 2017) included the development of socio-emotional competencies as one of the guidelines for basic education, recognizing their relevance to students’ holistic growth. This inclusion reflects progress in valuing these skills within the Brazilian educational context.
Although there is consensus about the benefits of socio-emotional intelligence, it is important to emphasize that its development requires continuous and integrated effort. According to Ryan and Deci (2000), intrinsic motivation plays a crucial role in this process, as it encourages individuals to seek self-awareness and personal improvement.
Thus, the present study seeks to discuss the relevance of socio-emotional intelligence in the school environment, exploring effective strategies for its development and highlighting its positive impacts on students, teachers, and the school community as a whole.
2. Methodology
This study was developed based on a qualitative and exploratory approach, aiming to understand and analyze the impact of socioemotional intelligence in the school environment. The adopted methodology consisted of a bibliographic review of scientific publications, institutional reports, and official documents on the subject, focusing on works that highlight the relevance of socioemotional learning (SEL) and its application in the educational context.
2.1 Data Collection
Data collection was conducted through academic databases such as Scielo, PubMed, Google Scholar, and other reliable platforms. Keywords used included “socioemotional intelligence in schools,” “socioemotional learning,” “emotional competencies in teaching,” and “impact of SEL in education.” The timeframe considered publications between 2000 and 2025, prioritizing recent and relevant studies for the contemporary educational context.
2.2 Inclusion and Exclusion Criteria
Articles that addressed the concept of socioemotional intelligence, educational programs focused on SEL, impacts on academic performance and student behavior, and analyses of practical implementation in schools were included. Studies that did not present a direct or applicable approach to the school context were excluded, as well as those outside the defined timeframe.
2.3 Data Analysis and Organization
The collected data were analyzed using content analysis techniques, as proposed by Bardin (2016). This approach allowed the identification of thematic categories such as:
- Challenges and limitations in applying SEL in schools.
- Importance of socioemotional intelligence in the school environment;
- Strategies for SEL implementation;
- Results regarding academic performance and social interactions;
2.4 Validation Procedures
To ensure data consistency and reliability, multiple studies on the same topic were analyzed. Additionally, sources were compared to validate result reproducibility and identify points of convergence and divergence in scientific discussions.
2.5 Methodological Limitations
This research is limited to a bibliographic review and therefore does not present primary data collected directly from schools. Furthermore, the analysis is conditioned by the availability and accessibility of published studies, which may exclude information from specific or emerging contexts.
The adopted methodology provided a comprehensive and well-founded perspective on socioemotional intelligence and its role in schools. The results are presented in the discussion and conclusion sections. If further empirical studies are required, this approach can be expanded in future investigations.
Discussion
The development of socioemotional intelligence in the school environment represents one of the most significant advancements in contemporary pedagogical approaches, providing students with essential tools to cope with the emotional and social challenges of the 21st century. Its inclusion in the curriculum, as stipulated by the Brazilian Common Core Curriculum (BNCC), reflects the recognition that education should go beyond academic content and promote the holistic development of students (BRASIL, 2017).
Although socioemotional intelligence has proven benefits, its implementation in schools faces significant challenges. The lack of adequate teacher training is one of the main obstacles, as educators play a central role in developing these skills (JENNINGS; GREENBERG, 2009). For schools to become transformative spaces, it is essential to invest in teacher training, preparing educators to act as facilitators of socioemotional practices. Studies such as Durlak et al. (2011) demonstrate that socioemotional learning (SEL) programs promote significant improvements in students’ academic performance, behavior, and emotional health. These findings reinforce that socioemotional skills are not merely complementary to academic learning but are essential for more consistent and balanced performance.
The development of empathy, one of the key competencies of socioemotional intelligence, is particularly relevant in school environments. Eisenberg et al. (2006) highlight that empathy is directly linked to prosocial behaviors, such as cooperation and mutual respect, contributing to the creation of a more harmonious and inclusive school environment. Moreover, programs integrating mindfulness have proven effective in strengthening students’ emotional balance. Kabat-Zinn (1990) points out that mindfulness practices can reduce anxiety, improve focus, and increase emotional awareness, contributing to more positive academic and social outcomes. However, the success of these practices depends on their adaptation to the cultural and pedagogical realities of schools.
Another relevant aspect of socioemotional intelligence is its role in bullying prevention. The ability to manage emotions and establish empathetic relationships can significantly reduce cases of school violence, promoting a safer environment for all students (ZINS et al., 2004). Schools have the opportunity to use SEL programs to foster a climate of respect and solidarity among students.
On the other hand, it is important to recognize that implementing SEL programs requires joint efforts among schools, families, and communities. As emphasized by CASEL (2020), partnerships among these stakeholders are essential to ensure the continuity and effectiveness of socioemotional learning, both inside and outside the school environment.
Socioemotional intelligence is also directly associated with leadership development. According to Goleman, Boyatzis, and McKee (2002), emotionally intelligent leaders are more effective in motivating and engaging their teams. By promoting these skills early on, schools contribute to forming future leaders who are more empathetic and prepared to face the challenges of a constantly evolving society. Although evidence highlights the benefits of SEL, there is an urgent need for public policies to ensure its large-scale implementation. Currently, many schools face financial and structural difficulties in adopting innovative practices, limiting the reach of socioemotional intelligence programs (DURLAK et al., 2011).
Another challenge lies in the resistance of some educators and school administrators, who prioritize academic content over socioemotional skills. This perspective, often rooted in traditional educational systems, needs to be restructured so that schools can meet the demands of a globalized and complex world (WORLD ECONOMIC FORUM, 2016).
It is also necessary to consider the cultural and social diversity present in schools. SEL programs must be adapted to the different realities of students, respecting their experiences and promoting inclusion. Ryan and Deci (2000) emphasize that socioemotional learning should stimulate students’ intrinsic motivation, valuing their uniqueness and potential. Socioemotional intelligence is a skill that transcends the school environment, directly impacting students’ lives in their family and social contexts. Lopes et al. (2006) point out that emotionally competent individuals exhibit better interpersonal relationships and greater capacity to handle adversity—characteristics essential for lifelong well-being.
Finally, the inclusion of socioemotional intelligence practices can contribute to reducing educational inequalities. Students from vulnerable backgrounds often face greater emotional challenges, which can be mitigated through the development of these skills (ZINS et al., 2004). Thus, investing in SEL is not only a pedagogical issue but also a matter of social equity.
In summary, socioemotional intelligence emerges as a fundamental pillar for the holistic development of students and for building more humanized schools. Despite the challenges associated with its implementation, the benefits far outweigh the difficulties, demonstrating that socioemotional learning is an indispensable tool for preparing students for the challenges of the future.
4. Conclusion
Socioemotional intelligence emerges as an indispensable element in building an educational model that transcends the exclusive focus on academic performance and promotes the holistic development of students. Throughout this article, it has become evident that socioemotional learning (SEL) not only contributes to students’ emotional well-being but also enhances their social interactions and academic performance (DURLAK et al., 2011). These skills are essential for preparing students for the challenges of an increasingly dynamic and complex society.
The school environment, by its very nature, is a privileged space for developing these competencies. Through practices such as mindfulness, fostering empathy, and creating a climate of mutual respect, schools can become centers of social and emotional transformation (KABAT-ZINN, 1990; EISENBERG et al., 2006). However, the successful implementation of these practices requires continuous teacher training and raising awareness across the school community about the importance of SEL.
Furthermore, socioemotional intelligence plays a crucial role in promoting equity and inclusion. Students from vulnerable backgrounds, often exposed to more intense emotional challenges, can find in schools a safe space to develop resilience and interpersonal skills (ZINS et al., 2004). In this sense, public policies that ensure adequate resources and infrastructure are fundamental to expanding the benefits of SEL to all educational institutions.
Although challenges such as cultural resistance and resource limitations persist, the emphasis on socioemotional skills in the educational context, as established by the Brazilian Common Core Curriculum (BNCC), represents a significant advancement (BRASIL, 2017). This integration reinforces the commitment to preparing students to be well-rounded citizens, capable of managing their emotions, building healthy relationships, and contributing positively to society.
Finally, socioemotional intelligence in schools should not be seen merely as a pedagogical strategy but as an investment in the future. By fostering individuals who are more empathetic, resilient, and emotionally aware, we are also building more harmonious and supportive communities. Thus, it is up to schools, administrators, teachers, and families to work together to ensure that these competencies are effectively developed, consolidating an educational model that meets the demands and aspirations of the 21st century.
Referências Bibliográficas
BRASIL. Ministério da Educação. Base Nacional Comum Curricular (BNCC). Brasília, DF: MEC, 2017. Disponível em: http://basenacionalcomum.mec.gov.br/. Acesso em: 7 jan. 2025.
CASEL. What is SEL? Collaborative for Academic, Social, and Emotional Learning, 2020. Disponível em: https://casel.org/. Acesso em: 7 jan. 2025.
DURLAK, J. A.; WEISSBERG, R. P.; DYMNICKI, A. B.; TAYLOR, R. D.; SCHELLINGER, K. B. The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, v. 82, n. 1, p. 405–432, 2011. Disponível em: https://doi.org/10.1111/j.1467-8624.2010.01564.x.
EISENBERG, N.; FABES, R. A.; SPINRAD, T. L. Prosocial development. In: DAMON, W.; LERNER, R. M. (eds.). Handbook of child psychology: social, emotional, and personality development. 6. ed. Hoboken: Wiley, 2006. p. 646–718.
FÓRUM ECONÔMICO MUNDIAL. The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution. [S. l.]: WEF, 2016. Disponível em: https://www.weforum.org/reports/the-future-of-jobs. Acesso em: 7 jan. 2025.
GOLEMAN, D. Inteligência emocional: a teoria revolucionária que redefine o que é ser inteligente. Rio de Janeiro: Objetiva, 1995.
GOLEMAN, D.; BOYATZIS, R.; MCKEE, A. Primal leadership: realizing the power of emotional intelligence. Boston: Harvard Business School Press, 2002.
JENNINGS, P. A.; GREENBERG, M. T. The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, v. 79, n. 1, p. 491–525, 2009. Disponível em: https://doi.org/10.3102/0034654308325693.
KABAT-ZINN, J. Full catastrophe living: using the wisdom of your body and mind to face stress, pain, and illness. New York: Delacorte, 1990.
LOPES, P. N.; SALOVEY, P.; STRAUS, R. Emotional intelligence, personality, and the perceived quality of social relationships. Personality and Individual Differences, v. 35, n. 3, p. 641–658, 2006. Disponível em: https://doi.org/10.1016/j.paid.2006.02.004.
MAYER, J. D.; SALOVEY, P. Emotional intelligence. Imagination, Cognition and Personality, v. 9, n. 3, p. 185–211, 1990. Disponível em: https://doi.org/10.2190/DUGG-P24E-52WK-6CDG.
RYAN, R. M.; DECI, E. L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, v. 55, n. 1, p. 68–78, 2000. Disponível em: https://doi.org/10.1037/0003-066X.55.1.68.
ZINS, J. E.; PAYTON, J. W.; WEISSBERG, R. P.; UTTING, P. A. Social and emotional learning: a framework for promoting mental health and reducing risk behavior in children and youth. The Prevention Researcher, v. 11, n. 2, p. 6–10, 2004.