• Establish which emotional literacy and emotional competences can be improved upon and/or included in one’s personal and professional life;
• Transform the environment of the classroom and the school into a more conducive environment that encourages healthy emotional expression;
• Ensure that emotional literacy is incorporated within the roles and responsibilities of the different stakeholders to ensure healthy boundaries are established;
• Collaborate with various stakeholders to adapt emotional wellbeing concepts as a tool in their teaching and learning.

• Differentiate between key terms related to emotions including emotional literacy, emotional competence, emotional intelligence and emotional wellbeing;
• Describe and evaluate the different models and theoretical frameworks related to the elements and process of emotions, including Lazarus’ cognitive–phenomenological theory of emotions;
• Critically review the impact emotional wellbeing has on one’s life by evaluating the outcomes of emotional wellbeing;
• Critically analyse the socio-cultural and systemic inequalities in emotional wellbeing research and assessments, and how these contribute to disparities among diverse student populations.
• Critically evaluate the most feasible ways emotional wellbeing can be incorporated within the present educational system.

• Develop interpersonal and intrapersonal skills needed to strengthen one’s identity and develop better relationships;
• Incorporate emotional literacy in one’s practice to promote students’ and colleagues’ growth;
• Practice different teaching approaches that are appropriate for the effective integration of emotional wellbeing in the classroom setting;
• Plan and evaluate equitable education practices for assessing and supporting learners’ emotional wellbeing.

This module will be assessed through: Reflective Journal; Forum; Presentation.

Core Reading List

1. Bezzina, A., & Camilleri, S. (2021). ‘happy children’ A project that has the aim of developing emotional literacy and conflict resolution skills. A Maltese case study.Pastoral Care in Education, 39(1), 48-66. https://doi.org/10.1080/02643944.2020.1774633
2. Fiorilli, C., Albanese, O., Gabola, P., & Pepe, A. (2017). Teachers’ emotional competence and social support: Assessing the mediating role of teacher burnout.Scandinavian Journal of Educational Research, 61(2), 127-138. https://doi.org/10.1080/00313831.2015.1119722
3. Waterhouse, A. (2019). Emotional literacy: Supporting emotional health and wellbeing in school(1st ed.). Routledge. https://doi.org/10.4324/9780429428098

Supplementary Reading List

1. Collie, R. J., & Perry, N. E. (2019). Cultivating teacher thriving through social-emotional competence and its development.Australian Educational Researcher, 46(4), 699-714. https://doi.org/10.1007/s13384-019-00342-2
2. Djambazova-Popordanoska, S. (2016). Implications of emotion regulation on young children’s emotional wellbeing and educational achievement.Educational Review, 68(4), 497-515. https://doi.org/10.1080/00131911.2016.1144559
3. Gao, L., Mun, K., & Kim, S. (2021). Using socioscientific issues to enhance students’ emotional competence.Research in Science Education (Australasian Science Education Research Association), 51(Suppl 2), 935-956. https://doi.org/10.1007/s11165-019-09873-1
4. Sanderson, K. (2021). Instilling competence: Emotional preparation for experiential learning.Journal of Management Education, 45(4), 652-672. https://doi.org/10.1177/1052562920965637
5. Sackstein, S. (2021). Assessing with respect: Everyday practices that meet students’ social and emotional needs.