Emotional Intelligence Education in Primary Schools: A Strategy for Post-Pandemic Recovery

Purpose

The study investigates the influence of Emotional Intelligence Education (EIE) and Social-Emotional Learning (SEL) Integration on facilitating post-pandemic adjustment among students in elementary schools, including the moderating role of School Healthcare Support Systems (SHSS). Closing an urgent research vacuum in educational recovery, the study emphasizes the dynamic interaction between emotional, social, and institutional support in developing resilience in early learners after the COVID-19 disruptions.

Design/Methodology/Approach

A quantitative design was employed, and a five-point Likert scale structured questionnaire was given to 260 primary school students in Grades 3 to 5. Analysis was conducted on SPSS software using descriptive statistics, Cronbach's alpha reliability test, exploratory factor analysis (EFA), Pearson correlation, and multiple regression. PROCESS Macro plugin was employed to examine the moderation role of SHSS.

Findings

Results of regression analysis indicate that EIE (β = 0.828) is the most significant impact on post-pandemic adaptation of the students, followed by SEL Integration with post-pandemic adaptation of the students (β = 0.6). Furthermore, SHSS is an essential moderator (β = 0.350) in boosting the positive relationship between SEL practice and adaptation of the students, and thus depicting the necessity for institutional healthcare infrastructures for the maximum socioeconomic outcomes from socio-emotional learning.

Originality/Value

Research places EIE and SEL as singular pillars of post-pandemic school recovery in elementary education, extending beyond mere academic remediation to emphasize overall development. Integrating Social Cognitive Theory and Ecological Systems Theory, the research provides a three-dimensional model that supports the interconnection of student competencies, emotional school practices, and institutional school health supports. This approach contributes to theoretical discourse and offers policymakers, teachers, and school healthcare providers valuable strategies for the resurgence of resilient and adaptive education systems.