Enhancing emotional competence in primary education: Effects of a school-based intervention for pupils and teachers

Abstract

Emotional competence is essential for personal and social development. This study evaluated the impact of a programme aimed at enhancing emotional competencies among primary education pupils and teachers in Spain. The programme comprised 25 activities per academic year, targeting emotional awareness, regulation, autonomy, social competence, and life and well-being competences. It also incorporated the educational video game Happy 8–12 aimed at pupils from Years 3 to 6. A total of 1442 pupils and 134 teachers participated, divided into experimental and control groups across three primary education cycles. A sequential explanatory mixed-methods design was employed, combining pre-test/post-test quantitative analysis with qualitative data from an ad hoc questionnaire. Instruments included the Emotional Competencies Observation Scale, Emotional Development Questionnaires, and a teacher evaluation questionnaire. Results indicated significant improvements in pupils' emotional competencies across all cycles, with gains in emotional awareness, social competence, and life and well-being competences. First-cycle pupils (ages 6–8) showed gains in emotional autonomy, while second-cycle pupils (ages 8–10) also improved in emotional regulation. Third-cycle pupils (ages 10–12) demonstrated overall emotional growth. Teachers in the first cycle improved in emotional awareness and life and well-being competences; however, no significant changes were observed among teachers in later cycles, highlighting the need for differentiated training. Qualitative findings revealed perceived benefits including improved teacher–pupil relationships and conflict resolution, although time constraints and challenges in curricular integration were noted. These findings support the implementation of structured emotional education programmes to foster well-being and socio-emotional development.