By John Shuford for The Bureau For At-Risk Youth
Prior to the 1960's, the focus of public education was to prepare our youth for success in life: at work, at home and in the community. Since then, that focus has narrowed as we have become more and more obsessed with standardized testing and academic achievement. The results of overlooking the importance of social and emotional learning can be seen in many of the problems in schools today, such as the lack of trust and support between teachers, students, and from the loss of experienced --but burned-out -- teachers. The problem is that we fail to recognize that test scores are only half of the picture. Emotional Intelligence is at least as important as test scores when it comes to succeeding in life.
Emotional intelligence can be defined as how well we understand and manage ourselves, and our relationships with others. More specifically, it includes identifying our emotions; recognizing our strengths and taking personal responsibility for our actions; empathy; appreciating diversity and respecting others; managing our emotions; assessing situations; setting goals and problem solving; effective/positive communication; establishing/maintaining relationships; and negotiating conflicts (Collaboration for Academic, Social and Emotional Learning).
As educators are realizing the value of these skills, they are looking for programs that develop emotional intelligence in students. There are many quality programs being implemented in schools nationwide. They go by various names, such as character education, social and emotional learning, pro-social skills, peer mediation, etc. The problem is that, too often, these programs are initiated by one or only a few staff members and lack the full support of the school or district. These programs are frequently forced to compete with other programs for time and resources and typically remain on the margins of the school's established routines. They are not likely to be sustained from year to year (Adelman, H.S. and Taylor, L.) and are regarded by some educators as fads that will soon be replaced by yet another ad hoc program to address the next perceived crisis (Shriver, T.P. and Weissberg, R.P.). In order for an emotional intelligence program to be effective, it must be systemic and in effect for several years. Some dramatic improvements occur within the first year, but the real benefit comes from the long-term change in school culture.
What can be done about this? If we are going to place more emphasis on the emotional intelligence of students, we have no choice but to make our schools, our school districts, and public education in general, more emotionally intelligent. A dysfunctional organization cannot consistently produce a quality product. The same is true for schools, families and neighborhoods.
With this in mind, our first step is to fully understand the importance of emotional intelligence -- its direct, profound and immediate impact on all who are part of the school environment, staff and students alike. There are three systemic benefits to having a school-wide emotional intelligence approach. First, it serves as an umbrella under which all prevention programs can be coordinated. Second, it will improve academic performance. Research has shown that emotional intelligence has a significant impact on academic learning. If a student cannot cope emotionally, the student will be unable to concentrate on what is being taught. In order for students to learn, they need to be able to focus. This also affects a student's attitude and motivation. Finally, emotional literacy is essential for success in adulthood (Elias, Maurice J.). Social and emotional skills are crucial to succeed in the workplace. The National Association of Colleges and Employers in its "Job Outlook 2001" lists the 10 most important qualities employers seek. The qualities cited were communication skills, honesty/integrity, teamwork skills, interpersonal skills, motivation/initiative, strong work ethic, analytical skills, flexibility/adaptability, computer skills and self-confidence. All but analytical skills and computer skills are social or emotional skills.
To illustrate how social and emotional issues can affect academic performance, the following factors have shown to support learning in the classroom:
- Absence of threat -- students feel physically and emotionally safe
- Engagement -- subject matter is meaningful to the students
- Options - students involved in classroom decision-making
- Inviting settings -- schools offer an enriched environment
- Opportunities for collaboration -- students work together (reducing diversity tensions and improving teamwork skills)
When implemented, these factors can create an emotionally intelligent classroom. However, it is important to realize that these concepts should be extended beyond the classroom. They should be integrated into school-wide assemblies, pro-social behavior codes, and extracurricular activities - including sports (The Character Education Partnership).
Only by approaching emotional intelligence systemically can schools truly transform the entire school culture. One example of a district that successfully accomplished this is the Mount Lebanon School District in Pittsburgh, Pennsylvania. Through their five-year strategic plan, they:
1. Identified a core of values as the heart of their character education effort.
2. Presented the strategies to the staff and community.
3. Wrote the core values into the existing K-12 curriculum.
4. Asked each school in the district to write a behavior code that reflected their core values.
5. Encouraged all employee groups to acknowledge their role in the development of ethical students.
6. Provided an ongoing character education parenting program for the community.
7. Developed community service programs at both elementary and secondary levels.
8. Asked each school to "create a caring environment that ensures the success of each student."
Through this comprehensive plan, the district achieved a commitment to promoting emotional intelligence that has received broad staff and community support(Huffman, Henry A.).
Our efforts must have a community-wide focus, which encompasses the emotional intelligence of our students, classrooms, staff, the school as a whole, the district, families and the extended community. Our schools are not separate from their communities; they are a dynamic part of them.
Will it be easy to reorient public education more towards emotional intelligence? Of course not. But, by approaching our students less as "cups to be filled," and more as "candles to be lit," we will re-ignite their enthusiasm to learn. We deserve a public education system where our students are motivated, caring, responsible and achieving to their potential, and where our teachers are excited about teaching, feel supported and have the resources they need.
REFERENCES
Adelman, H.S. and Taylor, L. "Moving Prevention From the Fringes Into the Fabric of School Improvement." Education and Psychology Consult. In press.
The Character Education Partnership, Character Education: The Heart of School Reform
Collaborative For Academic, Social and Emotional Learning, Social and Emotional Learning Competencies
Elias, Maurice J. "The Missing Piece." Education Week on the WEB, December 3, 1997
Huffman, Henry A. "Character Education Without Turmoil." Educational Leadership 51: 3
Shriver, T.P. and Weissberg, R.P. "No New Wars!" Education Week. 1996;15(34): 33, 37.
