Emotional intelligence (EI) is a vital form of intelligence that hasn't been widely recognized to the extent of intelligence quotient (IQ) in educational settings. The public high school graduations have been steadily increasing within the U.S., however, only one state managed to obtain a 90% graduation rate (NCES, 2017). Emotional well-being has also been identified by the U.S. federal government as a pillar for overall health (National Prevention Council, 2014). Past studies looked at high EI and academic achievement. The outcomes resulted in positive outcomes with enhanced abilities in communication, creative-control, decision-making, and emotional regulation. Students with high EI were also found to be happier and more likely to stay in school (Hogan et al., 2010; Szcgiel & Mikolajczak, 2017).

EI interventions for adolescents and adults from around the world resulted in growth within some or all components of EI, as well as a reduction in aggression among adolescents. This project proposes similar EI interventions to become standardized and implemented within the U.S. educational system. The results of such implementation would not only result in increased academic achievement among students but would also serve as a preventative measure against poor health outcomes by strengthening their emotional well-being.