An observational analysis of the needs for emotional literacy

Emotional intelligence has become a popular term and one that is taking on greater significance over time both in regard to school leaders, staff and students. In this paper the principals of emotional intelligence are applied using ecological theory within the framework of emotional literacy. Emotional literacy can weave through the tapestry of a school to build a culture of respect and responsibility that has classroom practice at its heart. When this is seen as core business and not additional work for teachers involved the effects can be convincing. Emotional literacy can promote powerful learning for schools. Using it as a catalyst for change is timely in light of new syllabus documents, projects such as MindMatters and the desire to provide a more coherent approach to Pastoral Care. Schools are seeking change that is sustainable using a process that teachers regard as empowering and engaging. This paper takes the position that Participatory Action Research has the potential to achieve these aims. The impact of relational and pedagogical factors can help build protective factors which contribute to students’ health and wellbeing. Through early research work a range of interventions will be explored as a means to identifying schools needs for moving towards emotional literacy