In our experience as lecturers, many students struggle not because they lack knowledge but because they have difficulty recognising and managing emotions. Emotional intelligence (EI), which is the ability to identify, understand, and regulate emotions in oneself and in others, is essential for academic achievement, personal growth, and professional development.
EI strengthens both interpersonal and intrapersonal skills. Interpersonal skills include communication, teamwork, and relationship-building, which help students collaborate effectively and navigate challenges in group or workplace settings. Intrapersonal skills such as self-awareness, self-regulation, and motivation support resilience, focus, and stress management. Students who develop these qualities are better equipped to manage setbacks, sustain motivation, and engage constructively with challenges, which enhances both academic performance and overall well-being.
Different ways of looking at emotional intelligence
EI can be understood in two complementary ways. Trait EI refers to how students perceive their own emotional abilities and how confident they feel in recognising and managing emotions . Ability EI refers to the actual capacity to perceive, use, understand, and regulate emotions effectively in practice.
This distinction is important when designing interventions. Both trait and ability EI can be developed through reflective practices, role-plays, and applied problem-solving, which help students turn knowledge about emotions into meaningful action.
Practical strategies for students
Teaching and workshop experience at Regent College London, particularly with international and widening participation cohorts, suggests several useful strategies:
- Pause and reflect. Students are encouraged to notice emotions and consider their influence before responding.
- Build self-awareness. Journaling, mindfulness, or naming emotions helps students understand their own feelings and patterns.
- Practise empathy. Considering the perspective of others improves teamwork and conflict resolution.
- Develop coping skills. Emotion regulation supports stress management and constructive responses to setbacks.
- Use motivation effectively. Linking emotions to goal-setting strengthens persistence.
- Apply in real contexts. Exploring scenarios such as group conflict or workplace stress makes EI skills practical and relevant.
Simple ways to strengthen EI
Students can also develop EI outside formal teaching through everyday practices. These include regularly checking in with their emotions, keeping a reflection journal, pausing before responding in stressful situations, and asking questions to understand others’ perspectives. Seeking feedback from peers or mentors and practising difficult conversations in supportive settings are also effective. Research indicates that both trait and ability EI can be improved through consistent reflection and feedback.
Why EI workshops belong in the curriculum
Embedding EI development into the curriculum ensures all students have structured opportunities to practise emotional awareness. This normalises the role of emotions in education, highlights their importance beyond theory, and creates protected time for reflection and application.
At Regent College, the workshops were designed with input from the Head of Wellbeing and Programme Leads, one of whom is a CBT therapist. This collaborative approach ensured that activities were both evidence-based and aligned with students’ academic and professional needs. Shorter sessions delivered across several weeks proved more effective than single intensive workshops, as they allowed for reflection and gradual skill-building.
Relevance beyond academia
The value of EI extends beyond education. Emotional awareness, empathy, and regulation are essential for effective teamwork, conflict management, leadership, and resilience in professional contexts. By developing EI during their studies, students gain practical skills that improve employability while also supporting long-term well-being.
Fostering EI is about more than achieving higher grades. It equips students to make thoughtful decisions, adapt to change, and sustain meaningful relationships. The process often begins with small steps such as pausing before reacting, recognising the emotion at play, and choosing a considered response. Over time, these practices cultivate resilience, confidence, and empathy: qualities that benefit students far beyond the classroom.
Alex Avadanei (CPsychol) is a Programme lead for MSc in the health department of Regent College London.
Fatemeh Azizi, PhD is a programme lead for Level 3 in the health department of Regent College London.
Emma Buhtina is the head of wellbeing at Regent College London.
Elizabeth Kaplunov, PhD is a chartered psychologist who evaluates projects about health technology for disabled and vulnerable people.