You know what strikes as shocking for most teachers these days? When a parent is more interested in knowing how their child behaves in class rather than how well they perform. This is not about being the ‘good kid’ who seldom speaks when the teacher is around or does exactly what is told.
It goes much deeper, encompassing rare scenarios where a child lifts another up, stands up for the weak, and includes the outcast. All of these collectively form what is known as Emotional Intelligence (EI).
A buzzword in the workplace, EI is what schools have only begun to understand and harness. It’s that one quality that can determine a child’s lifelong success. Keeping that in mind, this article will discuss why emotional intelligence matters even in today’s classroom learning.
What Emotional Intelligence Looks Like in K-12 Education
EI involves handling one’s own and even others’ emotions well. Neither is possible without a clear understanding or awareness of one’s emotions.
Schools are able to produce such students when empathy and cooperation become the norm of the day. A 2025 study involving 725 first and second-grade students found that nearly 45.2% belonged to a high social skills/low problem-behavior group.1
Those in this group scored better in standardized math tests. Even their academic engagement was higher five months later compared to peers with weaker social-emotional profiles. In a typical K-12 classroom setting, EI manifests differently across age groups. Let us peel back the layers:
Grade 2 or Kindergarten (5-7 Years)
Around this age group, a child can identify different emotions, both in themselves and in others. Basically, they can tell when someone is happy, sad, or angry. Many also engage in acts of kindness, such as sharing toys with peers.
Grades 3-5 (8-10 Years)
Still tender in age, an emotionally intelligent child around grades 3 to 5 may exhibit empathy. They understand that others may feel differently in similar situations. Even nuanced emotions become distinguishable, such as anxiety and stress.
Grades 6-8 (11-13 Years)
Around this age, especially teens, may possess complex emotional awareness in the form of recognition of mixed feelings. Some even give levelheaded responses to criticism at this age group.
Grades 9-12 (14-18 Years)
In the adolescence stage, EI presents itself as establishing personal goals. Many students keep track and see their goals to fruition. Some are seen employing advanced techniques for controlling emotions, such as mindfulness.
The Impact of EI on Learning Outcomes and Personal Growth
EI is often spoken of in the context of job selection, but its root goes much deeper. Since it is more than a soft skill, EI can even influence learning outcomes and personal growth of K-12 students. Those with EI are naturally better at overcoming not only academic challenges, but also relationship-related issues.
Research confirms this, as the following studies provide food for thought:
- Students involved in EI programs demonstrated quantifiable improvements in grades and classroom behavior. The results were noted as per a 2025 meta-analysis of social-emotional learning (SEL) programs.2
- A different study (2024) associated better academic performance with greater emotional intelligence. Better grades and stable mental health resulted from the resilience that EI affords.3
- To bring it home, stronger EI is connected with motivation and self-control. The 2025 study, confirming this, revealed that students with emotional control were more devoted to their academics.4 Why? Well, it had to do with resilience to stress.
Programs that focus on developing EI can benefit students of all age groups. Perhaps the reason why certain K-12 students do not ace their academics has to do with their emotional awareness, or lack thereof. So, schools and families should not wait for a certain age before instilling EI into their children; the sooner, the better.
Professional Applications of Emotional Intelligence
Schools, being the stepping stone to one’s career, serve as a major bridge for EI development. It should come as no surprise that EI is among the top sought-after skills among employers. This is especially true across professions in the education and healthcare industries, particularly in mental health.
To walk in others’ shoes, one must check one’s own fit, right? Well, that sums up how empathy for others is born. This emotion then paves the way to pursue careers like social work or nursing.
For example, mental health professionals need to develop deep connections with patients and their families. For this reason, a lot of candidates seek advanced courses, such as a Master in Counseling Psychology. This enables them to apply EI principles to practical scenarios.
As noted by Felician University, students also receive a working knowledge of ethical issues in mental healthcare practice. This ensures that they are able to apply EI principles responsibly and effectively in professional settings. Without being able to assess emotional needs, a lot of career options close down completely.
On that note, early development of EI is critical. If K-12 students do not receive opportunities to practice empathy and self-regulation, they may find it more challenging to cultivate these skills later in life. As professionals, such students may struggle with:
- Thriving when the heat is on
- Walking the tightrope of tricky relationships
- Building client/colleague rapport
- Staying composed when everything is falling apart
Flip the coin, and those with well-developed EI skills early in life show better conflict resolution and greater adaptability despite the pressure. Structured training can help refine early-life abilities into actionable qualities. However, the seed must be sown during childhood, or the individual will have to learn EI the hard way.
How Schools and Families Can Develop EI in Children
As is famously said, folly is bound up in the heart of a child, but the rod of discipline drives it out. Parents and teachers should not expect children to naturally possess EI (very few even feel the inclination). Thankfully, every child can be actively guided to develop EI. Here’s how:
- No SEL (social-emotional learning) intervention program can be complete without covering awareness of self and interpersonal skills.
- Children may falter in listening, but they are great imitators. Parents and educators must walk the talk if they want children to follow.
- Group activities and games are the X-factor needed to cultivate empathy in the young mind.
- Reflective writing in a journal is beneficial, both at home and in school. Kids can process their inner world, which, at times, is larger than the external one.
- EI behaviors should be rewarded, but at the very least, commended.
- A whining or yelling child needs gentle direction, not criticism. Bad behavior is often the outcome of not knowing any better.
- A joint effort between schools and families is the only way for children to receive constant guidance.
- Students should be provided with numerous opportunities for applying EI, be it through community service or classroom leadership.
Want to build a child that’s not only ready for a career but life at large? Then, EI is a non-negotiable that parents and educators need to work on. As uncovered by researchers in 2024, SEL interventions enhanced emotional regulation and resilience even among children affected by a crisis.5
That goes way beyond academic growth. Children whose lives may be marked by trauma and instability can also benefit from EI programs. So, you can say hello to the trait that opens doors to life’s key areas. The ultimate brain teaser is: What can be the next move that helps children thrive, not just in academics, but in life itself?
References
- Springer Nature. 2025. Association Between Social-Emotional Behaviors and Academic Outcomes in Primary School Students: A Person-Centered Approach. https://link.springer.com/article/10.1007/s12310-025-09787-6
- International Journal of Educational Psychology (IJEP). 2025. Measuring SEL’s Impact on Academic Achievement and Life Outcomes. https://www.eduresearchjournal.com/index.php/ijep/article/view/324
- Springer Nature. 2024. Emotional Intelligence Impact on Academic Achievement and Psychological Well-being Among University Students: The Mediating Role of Positive Psychological Characteristics. https://link.springer.com/article/10.1186/s40359-024-01886-4
- Springer Nature. 2025. The Effect of Emotional Intelligence on Academic Performance with the Mediating Role of Academic Self-Regulation: Evidence from College Students. https://link.springer.com/article/10.1007/s44217-025-00952-2
- Springer Nature. 2024. Empowering the Vulnerable: The Impact of SEL on Traumatized Children’s Academic and Social Outcomes in Crisis. https://link.springer.com/article/10.1007/s11920-024-01555-8
