Application of Emotional Intelligence programs in secondary school students: international review of programs and strategies
DOI:
https://doi.org/10.33595/2226-1478.16.4.1463Keywords:
cultural adaptation, student well-being, socio-emotional skills, secondary education, school programsAbstract
Currently, fostering a healthy psychological environment for students is considered essential, as it strengthens their socio-emotional skills and contributes to a positive school climate. This study aimed to identify and analyze Emotional Intelligence (EI) programs implemented among adolescents in basic education, in order to determine which have demonstrated greater effectiveness according to their implementation methodology and sociocultural adaptation. The research was conducted through a systematic review of scientific literature published between 2010 and 2024, with searches carried out in the Scopus database and study selection performed following the PRISMA guidelines. The results indicated that the most effective programs were those implemented holistically, incorporating the participation of families, teachers, and the educational community, as well as processes of sociocultural adaptation. These programs were associated with increased emotional self-regulation, improvements in coexistence and academic performance, and a reduction in violent and aggressive behaviors. It is concluded that EI programs can be successfully adapted to diverse sociocultural contexts and contribute to the socio-emotional development of students and the strengthening of more inclusive, healthy, and resilient school environments.
Downloads
References
Allen, K. A., Jamshidi, N., Berger, E., Reupert, A., Wurf, G., & May, F. (2022). Impact of School-Based Interventions for Building School Belonging in Adolescence: a Systematic Review. Educational Psychology Review, 34(1), 229–257. https://doi.org/10.1007/s10648-021-09621-w.
Arenilla Villalba, M. J., Alarcón Rubio, D., & Povedano Díaz, M. A. (2022). Multilevel meta-analysis of school mindfulness-based intervention programs in Spain. Revista de Psicodidáctica (English Ed.), 27(2), 109–117. https://doi.org/10.1016/J.PSICOE.2022.05.002.
Bennouna, C., Khauli, N., Basir, M., Allaf, C., Wessells, M., & Stark, L. (2019). School-based programs for Supporting the mental health and psychosocial wellbeing of adolescent forced migrants in high-income countries: A scoping review. Social Science and Medicine, 239, 112558. https://doi.org/10.1016/j.socscimed.2019.112558.
Berger, C., & Angulo Gallo, L. (2024). Dimensional model of socioemotional learning built on a large-scale sample of Chilean students. Social Development, 33(4), e12752. https://doi.org/10.1111/SODE.12752.
Calandri, E., Mastrokoukou, S., Marchisio, C., Monchietto, A., & Graziano, F. (2025). Teacher Emotional Competence for Inclusive Education: A Systematic Review. Behavioral Sciences, 15(3), 1–18. https://doi.org/10.3390/bs15030359.
Carpendale, E. J., Green, M. J., Dix, K. L., Tzoumakis, S., Williams, K. E., White, S. L. J., Carr, V. J., & Laurens, K. R. (2025). An exploratory evaluation of universal social-emotional learning programs delivered during elementary school to Australian students. Journal of School Psychology, 110, 101447. https://doi.org/10.1016/J.JSP.2025.101447.
Collie, R. J., Sáez-Delgado, F. M., & Granziera, H. (2025). Teachers’ perceived social-emotional competence as a vital mechanism of adult SEL. Social and Emotional Learning: Research, Practice, and Policy, 5, 100117. https://doi.org/10.1016/J.SEL.2025.100117.
Fernández-Martín, F. D., Romero-Rodríguez, J. M., Marín-Marín, J. A., & Gómez-García, G. (2021). Social and Emotional Learning in the Ibero-American Context: A Systematic Review. Frontiers in Psychology, 12, 738501. https://doi.org/10.3389/FPSYG.2021.738501/BIBTEX.
Güçlü-Aydoǧan, M., Morgül, E., & Bulut, S. (2025). Exploring the Relationship between Social-Emotional Learning and Cyber: A Comprehensive Narrative Review. Open Education Studies, 7(1), 20250074. https://doi.org/10.1515/edu-2025-0074.
Heidelburg, K., Sipior, C., Jay’ana, K., Brito, M. C., & Fredrick, S. (2025). A systematic review of cultural adaptations to social emotional learning interventions for PreK-12th grade Black students. School Psychology (Washington, D.C.), 40(2), 121–132. https://doi.org/10.1037/SPQ0000676.
Herlitz, L., & Bonell, C. (2025). Staff motivation and schools’ capacities to sustain an intervention to prevent and promote wellbeing in English secondary schools: a qualitative study. Frontiers in Public Health, 13, 1–14. https://doi.org/10.3389/fpubh.2025.1559954.
Hughes, O., Shelton, K. H., Penny, H., & Thompson, A. R. (2023). Living With Physical Health Conditions: A Systematic Review of Mindfulness-Based Interventions for Children, Adolescents, and Their Parents. Journal of Pediatric Psychology, 48(4), 396. https://doi.org/10.1093/JPEPSY/JSAD003.
Iachini, A. L., Childs, T. M., Curcio, R., Ross, R. A., Ascetta, K. E., Ferguson, S. E., & Guest, J. D. (2023). Building schoolwide readiness for social emotional learning: A feasibility and acceptability study of the ReadySET intervention. Social and Emotional Learning: Research, Practice, and Policy, 2, 100016. https://doi.org/10.1016/J.SEL.2023.100016.
Jackson, D., Prochnow, T., & Ettekal, A. V. (2024). Programs Promoting Physical Activity and Social-Emotional Learning for Adolescents: A Systematic Literature Review. Journal of School Health, 94(10), 994–1004. https://doi.org/10.1111/JOSH.13486;WGROUP:STRING:
PUBLICATION.
Kuosmanen, T., Clarke, A. M., & Barry, M. M. (2019). Promoting adolescents’ mental health and wellbeing: evidence synthesis. Journal of Public Mental Health, 18(1), 73–83. https://doi.org/10.1108/JPMH-07-2018-0036.
Laguna-Mengíbar, D., Monfort-Ripollés, P., Lis-Sancerni, R., García-Delafuente, A., Sancerni-Beitia, M. D., Tabarés-Seisdedos, R., & Monfort-Pañego, M. (2025). Socioemotional Learning in Physical Education, a systematic review in Secondary School; [Aprendizaje Socioemocional en Educación Física: una revisión sistemática en Educación Secundaria]. Retos, 63, 74 – 90. https://www.scopus.com/inward/record.uri
?eid=2-s2.0-85215600867&doi=10.47197%2Fretos.v63.107466&partnerID=40&md5=
e913d613e06be5f3703a83b40654fb.
Li, A., Miller, F. G., & Williams, S. C. (2024). Cultural Adaptations to Social–Emotional Learning Programs: A Systematic Review. School Psychology, 40(2), 108–120. https://doi.org/10.1037/SPQ0000649.
Llamas-Díaz, D., Cabello, R., Megías-Robles, A., & Fernández-Berrocal, P. (2022). Systematic review and meta-analysis: The association between emotional intelligence and subjective well-being in adolescents. Journal of Adolescence, 94(7), 925–938. https://doi.org/10.1002/JAD.12075.
Mambra, A. J. K., & Kotian, S. (2022). A Systematic Review on Adolescents’ Emotional Intelligence and Aggressive Behaviour. International Journal of Management, Technology, and Social Sciences, 7, 484–503. https://doi.org/10.47992/IJMTS.2581.6012.0203.
Menéndez Santurio, J. I., Fernández-Río, J., Cecchini Estrada, J. A., & González-Víllora, S. (2020). Conexiones entre la victimización en el acoso escolar y la satisfacción-frustración de las necesidades psicológicas básicas de los adolescentes. Revista de Psicodidáctica, 25(2), 119–126. https://doi.org/10.1016/J.PSICOD.2019.11.002.
Mfidi, F. H., Thupayagale-Tshweneagae, G., & Akpor, O. A. (2018). The TEAM model for mental health promotion among school-going adolescents. Journal of Child & Adolescent Mental Health, 30(2), 99–110. https://doi.org/10.2989/17280583.2018.1485570.
Nagpal, M., & Radliff, K. (2024). A Systematic Review of Mindfulness-Based School Interventions on Social Emotional Outcomes with Adolescents. Child and Youth Care Forum, 53(3), 563–610. https://doi.org/10.1007/S10566-023-09783-4/METRICS.
Pollak, I., Mitic, M., Birchwood, J., Dörfler, S., Krammer, I., Rogers, J. C., Schek, E. J., Schrank, B., Stiehl, K. A. M., & Woodcock, K. A. (2023). A Systematic Review of Intervention Programs Promoting Peer Relationships Among Children and Adolescents: Methods and Targets Used in Effective Programs. Adolescent Research Review, 8(3), 297–321. https://doi.org/10.1007/S40894-022-00195-4/FIGURES/12.
Ray, S., Pal, A. K., Kundu, P. S., & Santosh, S. (2025). School mental health in India: The present scenario and future directions. Mental Health & Prevention, 40, 200444. https://doi.org/10.1016/J.MHP.2025.200444.
Reicher, H., & Matischek-Jauk, M. (2019). Depressive adolescents at risk of social exclusion: The potentials of social-emotional learning in schools. Improving Schools, 22(1), 43–54. https://doi.org/10.1177/1365480218763845.
Rivers, S. E., & Bertoli, M. C. (2024). Using games to ignite teens’ civic and social and emotional learning. Frontiers in Education, 9, 1322721. https://doi.org/10.3389/FEDUC.2024.1322721/BIBTEX.
Sánchez Calleja, L., García Jiménez, E., & Rodríguez Gómez, G. (2016). Evaluation of the design of the aedem programme for emotional education in secondary education. RELIEVE–Revista Electronica de Investigacion y Evaluacion Educativa, 22(2), 1–25. https://doi.org/10.7203/relieve.22.2.94227.
Shi, J., & Cheung, A. C. K. (2024). Effective Components of Social Emotional Learning Programs: A Meta-analysis. Journal of Youth and Adolescence, 53(4), 755–771. https://doi.org/10.1007/S10964-024-01942-7/METRICS.
Van de Sande, M. C. E., Fekkes, M., Kocken, P. L., Diekstra, R. F. W., Reis, R., & Gravesteijn, C. (2019). Do universal social and emotional learning programs for secondary school students enhance the competencies they address? A systematic review. Psychology in the Schools, 56(10), 1545–1567. https://doi.org/10.1002/PITS.22307;JOURNAL:JOURNAL:15206807.
Waters, L., & Loton, D. (2019). SEARCH: A Meta-Framework and Review of the Field of Positive Education. International Journal of Applied Positive Psychology, 4(1–2), 1–46. https://doi.org/10.1007/s41042-019-00017-4.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Yeni Maribel Curasi Allca, Haydee Celia Pineda Chaiña
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
