Social-emotional training in classrooms: a tool for life
Social-emotional education has ceased to be an option and has become a necessity. In an increasingly complex and changing world, social-emotional skills are fundamental for the integral development of people. That is why emotional well-being and social-emotional training programs have gained prominence within educational centers.
Where we come from: the origin of emotional well-being programs
The root of these programs lies in the concept of emotional intelligence , which gained visibility in the late 20th century. Research in psychology, pedagogy and education showed that a person's well-being depends not only on their IQ, but also on their ability to recognize, understand and manage emotions. Daniel Goleman's work, Emotional Intelligence (1995), was key in spreading this idea.
From there, preventive programs began to be developed to work on emotional health and promote emotional well-being , especially in children and adolescents . Because, as we well know, emotional discomfort is part of life. Everyone, at some point, experiences adverse situations that generate unpleasant emotions, and feeling this can generate this discomfort. Emotional education gives us tools to deal with it from a very young age.
The Henka program: training the resilience of educational centers
One of the programs that works along these lines is Henka , promoted by the Hospital Sant Joan de Déu and Z Zurich Foundation, whose main objective is to strengthen resilience to prevent or delay the appearance of mental health problems, and above all to promote the emotional well-being of adolescents and young people.
Henka focuses on emotional distress , which tends to be strongly conditioned by the environment, but we know that the environment is changing, therefore, it is modifiable. Specifically, it is the job of all of society to build protective environments and reverse those of risk, from families, educational centers, public institutions, etc.
It is necessary to accompany and guide socio-emotional learning processes, so that people can develop fully in life, in the present moment and for tomorrow.
At the same time, from educational centers , we have the opportunity to reach as many adolescents and young people as possible in an equitable manner, and convert the socio-emotional training in the classrooms into skills, strategies and resources for life. It should be noted that this training occurs whether it is worked on explicitly through programs like Henka, or if it is given implicitly in the daily dynamics of the center, since it is linked to the evolutionary stage, so key for the development that the students are experiencing. That is why it is necessary to take advantage of this opportunity, accompany and guide the socio-emotional learning processes , so that people can develop fully in life, in the present moment and for tomorrow.
Suggestions for practicing mindfulness in the classroom
Henka offers students tools to deal with everyday adversities, as well as more difficult ones: from an argument with a friend to the loss of a loved one. To do this, skills such as:
- Emotional recognition: identifying emotions such as sadness, anxiety or relief.
- Emotional validation: understanding that it is normal to feel disoriented when faced with changes.
- Emotional regulation: learning to manage emotions in a healthy way.
- Assertiveness: expressing opinions, needs and limits clearly and respectfully.
- Empathy: understanding and connecting with the emotions of others.
- Resilience: adapting and transforming from difficulties and adversities.
Challenges and opportunities for educational centers
Despite advances, socioemotional education programs still face several challenges :
- Lack of specific training on the part of educational professionals and facilitators.
- Resistance to change in some educational communities.
- Time limitations within the school curriculum.
- Difficulty in measuring the emotional and social impact of these programs.
- Cultural and socioeconomic diversity of students.
- Sustainability and continuity of programs.
Socio-emotional training not only improves students' well-being, but also transforms the school context and enhances learning.
Despite this, the Henka program has managed to advance thanks to the collaboration between institutions such as the Z Zurich Foundation , the Department of Health and the Department of Education of the Generalitat de Catalunya and Sant Joan de Déu . This alliance has allowed the construction of a solid model of training of trainers and continuing education for teachers.
One of the keys to its success is that it is a living program, constantly improving , with a team that works to:
- Develop practical and accessible materials for all teachers and facilitators.
- Maintain fluid communication with professionals in educational centers.
- Listen to the voices of the protagonists: teachers, families and students.
Some of the opinions of the teachers participating in this program are:
"School prepares you for real life, therefore, students must acquire tools"; "Students have had the feeling of being able to talk about topics they don't usually talk about" "It is a very powerful tool for teachers who are not specialists in emotional education."
The importance of promoting resilience in adolescent students
Towards a more humane education
Socio-emotional training not only improves the well-being of students , but also transforms the school context and enhances learning . Because yes, students go to schools to learn, and this must continue to be guaranteed; in fact, socio-emotional development goes hand in hand, facilitates and enriches this learning.
Educating is not just about transmitting knowledge, but also about accompanying people in their socio-emotional and academic development. At Henka, we believe that educating children, adolescents and young people to be emotionally and socially competent means educating freer, more empathetic and resilient citizens . And this, without a doubt, is a commitment to the future.
