Valuing the emotions of our pupils

The following examples show how eTwinning teachers implement initiatives, from pre-primary to initial vocational education and training, that support emotional wellbeing at school.

At Tallinna Lasteaed Pääsusilm pre-primary school, teachers support their pupils’ emotional awareness from an early age, helping pupils to navigate their feelings by respecting their thoughts and preferences and actively involving them in project discussions. For example, using the ‘bag of joy and worries’ method, pupils write down their concerns and share them with the class. Teachers also participate in eTwinning projects like ‘You feel ... I feel!’, which focuses on supporting emotional awareness and expression in a nursery group of two-year-olds.

The emotional development of young learners is also the focus of the eTwinning project ‘A rainbow of emotions’. Through activities such as a glossary of emotions, or producing podcasts centred on feelings, pupils understand that it’s normal to experience different feelings. They also learn various techniques to manage their emotions effectively.

Similarly, at Volksschule Waltendorf Primary School in Graz, the emphasis is on strengthening the resilience, self-love, emotional management and social skills of pupils. Teachers organise workshops with therapy dogs and after-school creativity sessions. The school also participates in a local campaign that encourages children to talk about and report violent incidents.

Psychologists and counsellors play crucial roles in providing pupils with opportunities to express emotions. This approach helps 13th Helioupolis Primary School in Athens to handle conflicts in a healthy way and fosters positive peer relationships. More creatively, activities such as ‘Our cinema boards’ enable pupils to connect with their emotions through curated film screenings. Additionally, workshops for teachers address burnout and help them deal with sensitive issues.

While younger children tend to express their feelings openly through their behaviour, the emotional wellbeing of older students requires us to look beyond the surface. At Agrupamento de Escolas de Batalha in Portugal, teachers rely on intuition and empathy to detect when a pupil may be experiencing emotional distress. When they observe changes in a pupil’s behaviour, they make a conscious effort to reach out and offer support. A simple question can sometimes provide the pupil with an opportunity to open up about their feelings.

An inclusive approach certainly contributes to a positive emotional atmosphere, where pupils feel supported and appreciated. By engaging in collaborative eTwinning projects, pupils interact with peers from places and backgrounds they might not encounter otherwise. A good example is the winning project of the eTwinning European prize (age category 7–11): The adventures of eTwinfish. In this project, pupils from different countries build the life story of a small octopus, and collaborate on topics such as inclusion, empathy, knowledge and peer relationships.

Learn more about the importance of emotional wellbeing in the upcoming eTwinning book.