EMOTIONAL INTELLIGENCE
Dr Pamela
Qualter from
the University
of Central
Lancashire explains her
research into the links
between emotional
intelligence and exclusion,
and introduces a new
tool that is hoping to help
schools in this area
Reducing
HE DEPARTMENT for Children,
T
Schools and Families is investigating
pupil behaviour throughout schools
in the UK with a view to improving
behaviour in school and reducing rates
of exclusion.
Reducing the rates of exclusion
and encouraging young people to engage in education
exclusions
will also help to reduce the rates of youth crime, of
which excluded pupils are often seen as the main
perpetrators.
However, despite this recent effort, in 2007 the
number of fixed period exclusions in secondary schools relationships, and to reason and problem-solve on the Stressful events, such as the transition from primary therefore less likely to be suited to their target audience
rose by four per cent to 343,840, with London and the basis of them”. to secondary school along with general academic and making it more difficult for young people to engage
North West of England having the highest rates of Furthermore, emotional intelligence is “involved in social problems felt by many young people, can trigger with the messages of the initiative.
permanent exclusion among those aged 14 to 16. the capacity to perceive emotions, assimilate emotion- these self-destructive coping strategies in some children, In developing the U-Think software package,
Research has found that emotional intelligence is related feelings, understand the information of these particularly those with lower emotional intelligence. researchers at the university worked with young people
an important factor in predicting school success. Poor emotions, and manage them”. This often results in exclusion for poor behaviour. in referral units across Lancashire to tailor the software
behaviour, unauthorised absences and exclusion from Experts in the field of emotional intelligence have Educators have argued that emotional intelligence to their identified needs. The young people advised the
school are all linked to lower emotional intelligence in shown that it is linked to important areas of life success can be seen as underlying socio-emotional learning, project on issues such as the use of suitable and relevant
secondary schools. and behaviour. As such, people with low emotional and by creating interventions that help children and images, language and ideas.
Emotional intelligence has been described as “an intelligence are more likely to turn to self-destructive adolescents to develop socio-emotional skills, emotional The content of the software is designed to be
ability to recognise the meanings of emotions and their coping strategies when faced with stressful situations. intelligence is also likely to be developed. consistent with existing research and theory into
By engaging in interventions designed to develop emotional intelligence and development, while also
socio-emotional learning and emotional intelligence, creating appropriate scenarios and language for the
SSAT
schools hope to improve academic and social life software based on consultation with pupils from referral
successes while reducing absences, poor behaviour, centres. This contribution from young people of the
criminal engagement, and exclusions. target market ensured that the final product was engaging
Top of the class
The Social and Emotional Aspects of Learning and meaningful to a young adolescent population.
(SEAL) agenda has been introduced into both primary Throughout the development process pupils were
and secondary schools to help develop emotional asked to comment on the design features and how it
Natalie Richards
something I didn’t know and understand previously. intelligence in young people, giving them the skills might be improved, both in terms of aesthetics and in
I was not particularly brilliant academically, but they need to better manage stressful circumstances method of delivery.
scooped the
my teachers of drama, English and PE believed in throughout their lives. Pupils were also asked to contribute to the product
me and I still remember the kick I got from being Recent evaluations have shown the scheme to be by providing voice-overs for the characters on-screen.
praised by them. I needed to be motivated and successful at improving emotional intelligence skills in These have turned into a very important aspect of U-
SSAT-sponsored
encouraged and where this was missing I tended to both primary and secondary school pupils. However, Think as several of the pupils in the evaluation studies
struggle. I think, then, that I have some affinity with as this is a school-based intervention, excluded pupils, were not able to read all the information presented to
Outstanding New Teacher of
students with similar learning needs. those arguably with the most need for emotional them. It was consultation with young people in referral
Looking back, I am sure I would have benefited
the Year award at the recent
from more practical tasks in order to better secure
learning during these unproductive lessons. I have
gained from this reflection and I’m aware of the need
Teaching Awards. Here she
to get students to a state of “learner readiness”.
At Bishop Gore I am part of a team of eight
writes about what makes a
teachers who deliver a new course called MI7 in
which we teach year 7 students by making use of their
‘
Emotional intelligence is an important factor
in predicting school success. Poor behaviour,
unauthorised absences and exclusion from school
good teacher
different abilities or intelligences – or “smarts” as we
refer to them as. I truly believe that our year 7 students
have developed a love for learning.
are all linked to lower emotional intelligence
I AM absolutely delighted to have won the Specialist They don’t feel inferior to others if they are not
Schools and Academies Trust (SSAT) award for as good in number or language, if other abilities such
Outstanding New Teacher of the Year. as artistic flair, movement and interpersonal skills are development, are excluded from the SEAL curriculum. units which suggested that listening to the storie
I entered the profession because I wanted to recognised. Previous research has demonstrated that 14 to 16-
pass on my passion for the subject of drama. It goes Students are given the opportunity to express year-olds excluded from mainstream schools often have
’
s rather
than reading the dialogue would be key to the pupils’
engagement.
without saying that I never expected to find myself their understanding in different ways, which are emotional intelligence levels comparable to those of the The U-Think software works through four different
receiving such a highly acclaimed award, and so appropriate to their learning style. Besides GCSE average 10 to 11-year-old. This also creates problems sections which represent specific areas of emotional
early in my career. and A level, courses such as BTEC and ASDAN in the SEAL intervention, as the secondary curriculum intelligence, covering 10 core emotions – happy, sad,
The students make Bishop Gore School in are offered to give all students a chance to achieve often uses language and concepts which are too mad, scared, love, proud, guilt, jealousy, nervous or
Swansea a very special place to work. We have formal qualifications. advanced, yet the primary school curriculum employs anxious, and lonely.
such diversity and character and there is never a In my opinion, teachers are more savvy more childish methods to convey the message. Pupils using U-Think will initially begin to
dull moment. I am grateful to have received the pedagogically – exams aren’t getting easier, it’s just It is important to address the emotional intelligence understand and label these emotions, learning how to
initial nomination from my students – it means a that teachers are getting better at recognising how needs of those individuals who slip through the system detect them in themselves and others, before learning
lot to me and I had no hesitation in dedicating this our students can best achieve. of emotional development to help them re-engage with how one emotion can lead to another and how aspects
award to them. On my return from the ceremony, I My philosophy for teaching lies very much in line education and provide them with the life skills needed of behaviour are linked to emotion. Pupils then learn
was welcomed by two huge banners and many kind with what is espoused by the SSAT – encouraging to develop successful coping mechanisms. that we often mask or hide our emotions from others
words of congratulations from staff and students. networking between schools and sharing experiences Referral units and centres dedicated to the needs and that there are consequences to our emotional
I have been asked on numerous occasions this in order to give young people access to a good of excluded pupils have tried to develop a number of responses, before finally looking at how to manage
week to define a “good teacher”. As most teachers secondary education. Although in Wales we don’t strategies to address these issues, but evaluation in the their emotions.
will appreciate this is incredibly hard to do. have specialist schools and academies as such, schools North West of England has shown that these strategies Evaluation has shown that the project has proved
In my opinion, a good teacher first needs to do identify with the values of the SSAT in that they tend to develop self-worth rather than emotional effective in increasing emotion management and
recognise student potential. I set out to challenge link with the community and neighbouring schools to intelligence. adaptability, two key aspects of emotional intelligence,
them and celebrate even the smallest steps toward nurture a “local” culture of education. With funding from the Urban Regeneration: Making which in return showed a reduction in all aspects of
success. I do hope that my winning of this award has a Difference programme and the Esmée Fairbairn delinquent behaviour among pupils using U-Think.
Once students start believing, they can achieve inspired others to follow my lead. In closing the Foundation, researchers from the University of Central This highlights the importance of emotional
further. A teacher who instils confidence and a Teaching Awards ceremony, Jeremy Irons hammered Lancashire have developed a tool aimed at raising intelligence in how a pupil deals with both academic
passion for learning in their students is a good home the point that teaching is the most important of the self-awareness of excluded pupils, developing and social pressures. Once a pupil has been excluded,
teacher. I am privileged to work closely with such professions. emotional intelligence and encouraging them to re- it is important to address this issue to help individuals
teachers and I’ve learnt from them. We help to shape the future and we can and do engage with education. re-engage with education and help prevent aspects of
I remember good teachers from my own school make a difference to the lives of our charges. U-Think is unique in that it specifically addresses delinquent behaviour. SecEd
days, the ones who made me believe that I was able the needs and concerns of excluded pupils lacking the
to achieve. I paid attention in their lessons, I actually • Natalie Richards is a drama teacher at Bishop necessary resources to turn their life around. • Dr Pamela Qualter is director of the Learning and
enjoyed their sessions and got a buzz out of learning Gore School in Swansea. Most educational initiatives have been developed by Teaching Research Unit at the University of Central
adults with little input from the target group; they are Lancashire’s School of Psychology.
12 SecEd • November 13 2008
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