Developing Pupils Emotional Literacy

Emotions are complex things and utterly outside of our control. As Glasser (1999) identified in his work on Choice Theory, that whilst behaviour is made up of 4 components:

Acting, Thinking, Feeling, and Physiology

he acknowledges that the only components in our control are the acting and thinking. 

With that in mind, we need to support pupils to be able to understand that how they are feeling is ok. And that when they are experiencing emotions, they can identify what that emotion is. 

This then provides them with the confidence to be able to communicate and to seek support. Otherwise, the ‘acting’ component kicks in, and they make a choice that negatively impacts themselves or their peers.

In theory, this all sounds very simple; however, as we know as teachers, many young people arrive to us with limited emotional maturity. They need the communication and language skills to be able to express themselves to us. 

So what can we do?

Back in the day, the DfES (as it was) produced a framework of sessions and materials to develop pupils’ social and emotional understanding. These SEAL Materials (2005) https://webarchive.nationalarchives.gov.uk/ukgwa/20110812101121/http://nsonline.org.uk/node/87009

This made a huge impact on me as a teacher and on the pupils that I worked with.

In my opinion, they were a ‘baby out with the bathwater’ moment when the previous government stepped into power in 2010.  

One of the key elements that supported pupils was the use of the photo cards. These provided high-quality images that could then be used to discuss and identify how emotions appeared in others.

They also led to a discussion about how it feels to hold these emotions inside.

Take these 2 images for example – how are these children feeling:

On the surface, we can identify that they feel quite polarised in the emotions/feelings they represent.  However, when we unpick them:

The external signs and cues we see: Open mouth, wide eyes, are quite similar. When we consider internal changes: Accelerated heart rate, butterflies in the stomach. We start to understand that for children to be able to distinguish between these emotions, it becomes complex!

Each photo card came with a set of question prompts: 

These enable us as teachers to facilitate a conversation with pupils. To develop their emotional literacy and also their ability to assign ‘language’ and communicate this to us.

Whilst this supports pupils in developing their understanding of their own emotions, it also provides them with the skills to identify the emotions of others. Pupils may not always fully understand what the body language or facial changes in others may represent. By using high-quality images to ‘read’ these signs, they can be hugely significant in developing pupils’ empathy and understanding of each other. This creates a more positive classroom culture overall. Some children I have taught have become highly skilled in recognising and supporting the emotional regulation of others. They may not always be able to recognise the emotional shifts in themselves though in the moment!

My Mood Stars

Zones of regulation or self-registration boards are frequently used in schools to support pupils in developing their emotional literacy through being able to signpost to adults how they are feeling, or what they are experiencing at the time. 

More recently, I have come across Mood Stars https://www.wendywoo.uk/mymoodstars/ as a more physical resource for children to use to communicate how they are feeling, but also to support with self/ emotional regulation. 

These small soft stars display a range of emotions and can be used to start a conversation with pupils, as well as being something they can hold to provide a stimulus for self-regulation. Children find it easier to communicate their feelings when they have something to fiddle with, and additionally, it provides a focus for them to support pupils who struggle to make eye contact in these situations.

For older pupils, being able to combine stars can allow them to be able to discuss more complex emotions and support them in unpicking what they are experiencing in that moment.

As a school using Zones of Regulation, sometimes a colour just isn’t enough; using these tactile resources can again help pupils who struggle with communication to engage and share how they are feeling.

Even as an adult, sometimes the ability to communicate how we are feeling is a complex and daunting task. 

Resources and strategies

Resources and strategies we can use to develop these emotional literacy skills in our pupils and provide them with a safe and supportive environment where they can confidently ‘communicate’ their emotions in a way that works for them are hugely important. 

Glasser, W. (1999) Choice Theory: A New Psychology of Personal Freedom. New York: HarperPerennial.

DfES (2005) Excellence and Enjoyment: Social and Emotional Aspects of Learning. London: Department for Education and Skills. Ref: DfES 1334-2005

The author

Mr T of Mr T's NQT/ECT support

Mr T of @MrTs_NQTs has been an NQT mentor for the past 10 years and has mentored 16 NQTs during that time. These NQTs have ranged in their abilities but have all been supported to make them the best teacher that they can be, drawing on their individual strengths and personalities. He is currently seeking to support a wider range of teachers in their early career through his twitter feed and continue to support as many teachers as he can to achieve what they are truly capable of.

The author

Wendy White

Wendy is a retired child minder of 25 years from Aylsebury in Buckinghamshire. It was whilst Wendy was child minding that her passion for Early Years education developed. Wendy enjoyed sharing her days with the children for whom she cared and enjoyed working through the Early Years Foundation Stage where specific areas of learning were practiced. The benefits of the children having a home from home environment and access to core learning was huge. Due to shortages of affordable and effective emotion resources online, Wendy decided to create her own emotion resource and My Mood Stars were born! Wendy has been developing My Mood Stars for the past seven years and sells to Early Years settings, Primary schools and Child therapists all of whom have been delighted with the product and how it has helped so many young children with their emotional wellbeing. Now, as well as a whole galaxy of My Mood Stars, there is a My Mood Stars workbook and the new My Mood Stars Happy/Sad giant cushions!