The recent LCEEQ annual conference, themed Enriching a Culture of Belonging, provided a timely and essential exploration of emotional intelligence (EI) in education. Dr. Marc Brackett, a renowned psychologist and researcher in the field, gave the keynote address followed by a practical workshop, emphasizing the transformative potential of EI for both educators and students. His message highlighted the need to shift our approach to child development and prioritize emotional well-being alongside academic achievement.
In his opening remarks, Dr. Brackett talked about the top stressors confronting both learners and educators. He challenged the common misconception that life should be a constant pursuit of happiness, advocating instead for the importance of understanding and navigating the full range of human emotions. He stressed that there are no “good” or “bad” emotions; all emotions are significant and serve a purpose. He shared a personal story about his educator uncle, Uncle Marvin, who encouraged open discussions about feelings. This experience, which Dr. Brackett later wrote about in his book Permission to Feel, had a profound impact on him and sparked his lifelong research into EI.
One of the key takeaways from this keynote was the concept of the “Uncle Marvin” effect. Dr. Brackett explained that only a third of people have had someone in their lives who gave them permission to feel – a non-judgmental listener, offering empathy and compassion. He emphasized that we can all become our own “Uncle Marvin” by practicing self-compassion and non-judgmental self-reflection. Moreover, he stressed that extending this support to others can lead to a positive cycle, benefiting both the giver and the receiver.
Dr. Brackett outlined four key skills of EI:
He emphasized the significance of developing a nuanced emotional vocabulary, as many people struggle to define even fundamental emotions such as stress, worry, or anxiety. He underscored the importance of understanding the nuances of our emotions for creating effective self-regulation strategies. He also brought up the equity implications of emotional expression, acknowledging that societal biases can limit whose emotions are deemed acceptable or valid.
During the keynote, Dr. Brackett emphasized the critical role of EI in leadership, highlighting its positive impact on educator satisfaction and overall school climate. Dr. Brackett advocated for a systemic approach to EI development, proposing training programs for teachers, administrators, and even entire school districts. He introduced tools such as the Mood Meter app and the Meta-Moment tool to help individuals and classrooms monitor and manage emotions. He also presented research on the RULER approach, demonstrating its ability to foster more positive and compassionate school environments.
The session after Dr. Brackett’s keynote address explored concrete methods for cultivating EI in educational settings. Dr. Brackett addressed common concerns, such as the boundaries between teaching EI and providing therapy. He emphasized that educators should focus on modelling EI skills and teaching them as a core competency, just like any other academic subject. He stressed the importance of motivation in the development of EI. He explained that individuals are more likely to engage in the work of EI when they understand its personal benefits, such as improved well-being, better decision-making, and stronger relationships.
During the workshop, attendees learned about the Meta-Moment, a four-step approach to developing emotional self-regulation:
Dr. Brackett used a powerful exercise to illustrate the Meta-Moment. He guided participants through a reflection on a past situation where they had reacted poorly. He encouraged them to “rewind and edit the film,” visualizing a different response based on their best selves and exploring the potential for a more positive outcome. He also shared distancing strategies, such as imagining themselves as observers in a situation, or channelling role models like Yoda to help regulate emotions at the moment.
The workshop emphasized that EI development is an ongoing process, a “life’s work.” Dr. Brackett addressed common barriers to EI cultivation, such as time constraints, fear of authentic conversations, and a tendency to judge rather than approach situations with curiosity. He encouraged participants to adopt a “scientist” mentality, examining emotions with curiosity and non-judgment.
Dr. Brackett’s message was clear: it’s never too early or too late to cultivate EI. By making emotional well-being a priority and providing educators and learners with the tools to understand and manage their emotions effectively, we can create more supportive, enriching, and ultimately more successful learning environments. The LCEEQ conference provided a valuable platform for this important conversation, empowering educators to become agents of change in fostering a culture of belonging.
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