Psychological and pedagogical strategies for the formation of emotional resilience in children

Abstract

The study investigates the role of psychological and pedagogical strategies in generating emotional resilience in children. The basic focus of the research is on integrating SEL intervention, and the research deals with increasing issues of childhood emotional and psychological challenges promoted by social, academic, and global disruptions. The purpose of this research is to examine structured and culturally sensitive approaches that could develop emotional resilience and increase children's ability to compete with stress and adversity. With the help of experimental research design, the study is based on 150 children aged 8 to 12 years and divided into intervention and control groups. Data was collected through post-intervention assessments such as emotional resilience, skills, and behavioural observations. The result of the research showed that the intervention groups of children showed a significant improvement in emotional resilience indicators. Emotional regulations increased by 11.3%, and self-awareness increased by 16.1%, while social skills and adaptability also represented a significant improvement. These research-finding programs efficiently improve emotional resilience in children and provide essential skills to navigate adversity. The studies helped to develop a holistic approach to child development and focus on emotional well-being with the iconic success that required widespread adoption of SEL