There is a growing body of evidence to show that a child's ability to regulate their own emotions, their general affective disposition ( their usual range of moods and what kind of mood they habitually display, in other words are they generally a happy individual or not) and their academic achievement are quite closely linked.
There have been a series of studies over the last ten years which have assessed student's ability to identify, manage and change their own emotional responses to situations and events and how well they have done at school and university. Virtually every study has come the same conclusion. Students who are able to regulate their own emotions and have more stable mood patterns tend to not only do better at school at all levels from primary school to high school or sixth form level and into University, but they also experience less dropouts in high school/sixth form and university.
Programmes and interventions such as ours currently running in schools in the UK, US and Africa to improve emotional literacy and emotion regulatory ability are showing positive early indications. These include an improvement in empathy within the groups, reports of lower levels of anxiety, less violence and increases in academic attainment.
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