Emotional Literacy and the Ecology of School Wellbeing (original) (raw)
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An emotionally literate learning environment impacts on classroom climate and builds a sense of connectedness. This has a positive effect on students' well-being which includes the ability to engage in learning and raise levels of attainment. To work towards an emotionally literate learning community a whole-school approach (ethos, curriculum and partnerships) needs to be employed. This multidimensional strategy has the potential to transform pedagogy and relationships in a responsive classroom approach, increasing the capacity for improved learning outcomes. This paper provides the rationale for a project which will enable a group of schools to use an emotional literacy framework to build change in ways that are dynamic and interactive. Schools will develop emotional literacy through explicit and implicit methods that may incorporate cross curricular links and potentially involve all facets of the school, including the school board, school executive, staff, students and parents. This three year project involves an evaluation and measurement of the intervention and process used to enable a comparative analysis of data and results. This will provide evidence as to the sustainability through qualitative and quantitative measures such as levels of bullying, absenteeism, positive change in regard to the quality of school life and perceived level of control over work.
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Emotional Literacy involves students being able to recognise their emotions and those of others and respond to these in appropriate ways. This article will first provide an overview of literature which defines emotional literacy before offering some conclusions about what this term actually encompasses. It will then suggest some ways in which schools can foster more emotionally literate cultures. Developing such cultures in schools might involve a whole school approach devoted to emotionally literate behaviour management, enhancing the position of emotional learning within the school timetable, providing opportunities for circle time and considering ways in which emotional literacy might be developed on the playground too through peer mentoring. The article will then evaluate some of the perceived benefits of developing emotional literacy in schools such as improved behaviour, pupil welfare and examination results before offering recommendations for professional practice. Although primarily aimed at primary and elementary school teachers, this article also is relevant for professionals working in secondary schools and those interested in affective education.
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