Supporting the development of Emotional Intelligence competencies to ease the transition from primary to high school

Abstract

This study aims to explore (1) whether pupils with high emotional intelligence (EI) cope better with the transition to high school; and (2) whether the introduction of an intervention programme to support the development of EI competencies can increase EI and self‐worth, and so ease the negative effects of transition. Results suggest that pupils with high/average levels of EI cope better with transition in terms of grade point average, self‐worth, school attendance and behaviour than pupils with low EI. In addition, pupils with low baseline EI scores responded positively to the intervention programme, although a negative change was noted in pupils with high baseline emotional intelligence. Results are considered in terms of implications for educational practice.