What exactly is emotional intelligence? Many consider it the ability to recognise, understand, and manage our own emotions while empathising with others. As Salovey and Mayer (1989/1990) noted, “The processes underlying emotional intelligence are initiated when affect-laden information first enters the perceptual system” (p. 191). If EQ is vital for our development and our perceptions shape it significantly, we must consider: who or what influences these perceptions? More critically, how are these influences contributing to the alarming mental health crisis among today’s youth? A troubling 2016 NCB survey revealed that 79% of school leaders reported an increase in self-harm and suicidal thoughts among students, with 55% noting significant rises in anxiety and stress.
The roots of emotional intelligence can be traced back to foundational theories of social and personal intelligence. Salovey and Mayer built upon Howard Gardner’s (1983) insights, distinguishing between intrapersonal intelligence – the ability to navigate our own emotions – and interpersonal intelligence – the capacity to empathise with others (Taylor et al., 1999). They emphasised that perception is key, shaping how we interpret and respond to emotional cues in ourselves and those around us.
Recent research underscores the profound impact of emotional intelligence in cultivating resilience, affirming that equipping young people with these skills is not just beneficial – it is essential. At Vibrant Health, we strive to answer the “why” behind issues, providing contextual insights that guide toward actionable solutions. To nurture resilience effectively, we must move beyond buzzwords and “dead information” that often fall on disengaged ears. Resilience emerges organically when we embed foundational resources that adolescents can draw upon in real-time.
The 2014 Public Health England Review stated that while whole-school settings are effective in cultivating a culture of resilience, PSHE lessons also offer valuable opportunities to integrate resilience-building awareness (p. 16). This focus has become a priority in the new PSHE curriculum, which includes mandatory relationships and sexual health education, as well as guidance on drugs and alcohol. However, this exclusive emphasis on relationships and sexual health education, while important, has overlooked a crucial element: the ‘P’ (Personal) aspect of the curriculum.
Accessing one’s feelings and reading others’ emotions are skills honed through experience -much like business acumen. In our Emotional Management & Awareness topic, students explore where their emotions reside and how they manifest. We experience emotions every second, every minute, of every day. From the timeless wisdom of our old friend Ernie, “Energy cannot be created or destroyed; it can only be changed from one form to another.” Ultimately, emotions are simply energy. With this understanding, we navigate through the complex realm of psychosomatisation, prompting students to ask: if this energy remains unreleased, where does it go? What does it do? How does it affect us?
Resilience is often defined as the “opposite” of vulnerability (Olsson et al. 2003) and recognised as a dynamic process that can accumulate or diminish over time (PHE, 2014). Therefore, it is vital that resilience-building is designed to be time-resistant. The Wellbeing Project (2024) identified two key areas in particular requiring attention in the study of resilience: inner drive and flexible thinking. Their analysis of 300 Gen Z employees revealed that both traits are significantly lower compared to older colleagues. Additionally, over one-third of businesses report finding it more challenging to motivate Gen Z employees than previous generations at the same age, according to The Motivation Challenge by Grant Thornton (2023). On the flip side, City Mental Health Alliance report that 61% of Gen Z individuals cite poor mental health as a significant barrier to work performance and focus. While anxiety and stress are certainly significant contributors to the dominant pressures, it’s easy to point them as the main culprits. However, The Wellbeing Project’s essential components of resilience – inner-drive and flexible thinking – belong to internal faculties that can be managed, reorganised and improved – much like our emotional management!
This journey goes beyond merely understanding complex health-building concepts; it encourages young people to embody them. As they engage with these strategies, they naturally build resilience against self-sabotaging tendencies and the overwhelming influx of emotionally charged information that surrounds them.
Let’s make it a priority to incorporate health-building strategies, like emotional management, into our youth development approaches through interdisciplinary PSHE study. Our toolkit equips students with an unbreakable defense system, fostering endless potential for growth and development to equip younger generations with the tools they need to thrive vibrantly in today and tomorrow’s world.
Support #VibrantHealthedu so that together, we can build a future where resilience is not merely an aspiration but a lived reality for every young person.
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References:
Olsson CA, Bond L, Burns JM, Vella-Brodrick DA, Sawyer SM. (2003) ‘Adolescent Resilience: A Concept Analysis’ Journal of Adolescence, 26(1), 1-11. https://doi.org/10.1016/S0140-1971(02)00118-5
Public Health England (2014) ‘Local Action on Health Inequalities: Building Children and Young People’s Resilience in Schools’ September 2014, Health Equity Evidence Review 2. Available at: https://assets.publishing.service.gov.uk/media/5a74abbbe5274a52940693af/Review2_Resilience_in_schools_health_inequalities.pdf
Salovey P., and Mayer J. D. (1989/1990) ‘Emotional intelligence’ Imagination, Cognition, and Personality, 9, 185–211.
Taylor, G.J., Parker, J.D.A, Bagby, R.M. (1999) ‘Emotional Intelligence and The Emotional Brain: Points of Convergence and Implications for Psychoanalysis’ Journal of the American Academy of Psychoanalysis, 27(3).
The Wellbeing Project (2024) ‘The Psychological Resilience of Gen Z in the Workplace’. Available at: https://info.thewellbeingproject.co.uk/the-psychological-resilience-of-gen-z-ty-page?submissionGuid=b302d64a-4d7d-4e2d-8cb3-0ed1335295ef