In the same way that we all talk about ourselves as being literate (able to read and write) or computer literate (able to use computers) in varying degrees, so too we all have degrees of emotional literacy. The degree to which we are emotionally literate, therefore, reflects the degree to which we are able to recognize, understand, handle and appropriately express our emotions. Just like computer literacy and ‘traditional’ literacy, some of us are better at it than others.

Why is Emotional Literacy important?

Emotional Literacy is an important area of ability for children and young people to develop in. The recent rise in violent crime statistics, and incidences of road and air rage indicate that many people have difficulty in dealing with their emotions in an effective and appropriate way. It is also becoming viewed as an increasingly important area of competence in competitive businesses, where employees are being encouraged to work in collaborative ways that require high levels of interpersonal skills. Many companies, particularly since the rise in interest in Emotional Literacy (or Emotional Intelligence, as it is also referred to) created by Daniel Goleman’s best selling books, Emotional Intelligence and Working with Emotional Intelligence, are seeking to raise their staff’s Emotional Literacy through training and consultation.

How can we promote Emotional Literacy in schools?

Just like ‘traditional’ literacy and computer literacy, Emotional Literacy starts with the learning of simple concepts and skills, and progresses to more complex interpersonal abilities. One example of promoting the development of these skills which is now widespread across Southampton schools is the teaching of basic social skills in small group situations. Teaching children how to listen to others, how to empathise (recognize and understand other people’s feelings) and how to recognize their own emotions are key skills in the progression of Emotional Literacy. Southampton Psychology Service has also been particularly active in the field of Anger Management, devising and running over 65 Anger Management groups in most of Southampton’s schools.

What Emotional Literacy is not

Valuing and promoting Emotional Literacy is not a ‘soft option.’ Some parents have expressed a concern that schools which value Emotional Literacy might be more lenient in the way in which they deal with bullies and bullying, for example. This is not the case. Since bullying arises from a complete lack of understanding of and respect for the victim’s feelings (i.e. a complete lack of empathy) it constitutes the absolute opposite of what we aim for when promoting Emotional Literacy. A bully is emotionally illiterate.

Schools continue to address this area of behaviour management through their behaviour or anti-bullying policy, whether they are actively involved in the promotion of Emotional Literacy or not. They seek to support victims and to change the behaviour of bullies.

If we value intelligence then surely we must also value emotional intelligence?

Developing an Emotionally Literate Society

The Manifesto for an Emotionally Literate Society, recently launched by Antidote: The Campaign for Emotional Literacy aims to get people talking about the ways in which we can all ‘do our bit’ to promote and develop Emotional Literacy, and grow into an emotionally literate society. This is something worth aiming for not just because of crime statistics and not just because of the demands of modern business; an emotionally literate society would be one in which we all felt valued as individuals in the schools, companies and organizations we work in. This is a noble goal worth aiming for.