Emotional Intelligence in Early Childhood: Examining the Role of Social-Emotional Learning in Reducing Anxiety and Aggression in Elementary School Children

Abstract

Background: Emotional intelligence (EI) and social–emotional learning (SEL) have emerged as critical determinants of children’s psychological well-being and social adjustment. Early childhood and elementary school years provide a vital window for fostering emotional regulation, empathy, and pro-social behavior that can mitigate anxiety and aggression.

Aim: The present study examined the role of SEL interventions in enhancing EI and reducing anxiety and aggression among elementary school children, exploring both direct effects and the mediating influence of emotional intelligence.

Method: A quasi-experimental pretest–posttest control group design was employed involving 180 children aged 7–10 years from three public elementary schools. The experimental group participated in a 12-week SEL program emphasizing emotion recognition, self-regulation, empathy, and problem-solving. Standardized scales—the Emotional Intelligence Scale for Children, Spence Children’s Anxiety Scale, and the Aggression Questionnaire—were administered at baseline, post-intervention, and three-month follow-up. Data were analyzed using mixed-model ANOVA and mediation analysis.

Results: Findings revealed significant improvements in EI (p < .001) and substantial reductions in anxiety (p < .01) and aggression (p < .01) in the intervention group compared with controls. Mediation analysis indicated that enhanced EI partially mediated the relationship between SEL participation and behavioral outcomes. Effect sizes were large (Cohen’s d = 1.35–1.88), and gains were maintained at follow-up, confirming the stability of intervention effects.

Conclusion: Integrating structured SEL programs within early education enhances emotional intelligence and contributes to reduced anxiety and aggression, promoting healthier emotional and social development.