The Emotional Ability Resources (EaR) Framework for Enhancing Emotional Intelligence in Students

Abstract

The COVID-19 pandemic highlighted the critical importance of preventive mental health and emotional well-being as essential components of overall health. Emotional wellness, long recognized by the World Health Organization as a foundation of human functioning, remains inadequately integrated into school curricula. Adolescents, in particular, face a rising burden of emotional dysregulation, academic stress, anxiety, and maladaptive coping strategies. This paper introduces Emotional Ability Resources (EaR), a framework that emphasizes skill-based, scalable, and cost-effective methods to enhance emotional intelligence through storytelling. EaR is defined as an umbrella of resources, both internal and external, that allow individuals to experience emotional well-being through the skillful use of emotional intelligence. Storytelling, a practice rooted in cultural traditions and validated by modern psychology, is explored here as an EaR intervention. The EaR storytelling model consists of three structured sessions: (1) using narratives to explore emotional experiences, (2) applying qualitative reflection and mindfulness, and (3) extending learning by engaging with underprivileged children in peer-mentorship roles. These sessions empower students to reflect, express, and manage emotions constructively, thereby fostering resilience, empathy, and self-awareness. Findings suggest that storytelling can serve as a transformative preventive intervention for adolescents, equipping them to navigate emotions effectively and reducing long-term risks of mental health crises. The integration of EaR storytelling into schools provides a sustainable path to nurturing emotionally intelligent and mentally healthy students.