Insights into Learning Disabilities 20(2), 153-175, 2023 Copyright @ by LDW 2023

Why and How to Foster Learning-Disabled

Children’s Emotional Intelligence?
Tamas Rotschild
University of Bremen
In recent years, there has been a growing recognition of the importance
of emotional intelligence (EI) in children’s development. For those with a
learning disability (LD), developing EI is particularly important, as it can
have a positive impact not only on their academic performance but also
on their social-emotional development, mental well-being, and physical
health. By fostering EI, educators can create a supportive and inclusive
learning environment that addresses the unique needs of these students.
However, many teachers may face challenges in finding effective ways to
foster EI in children with LD. A rapid review was undertaken to offer prac-
tical and actionable recommendations for classroom use. These suggestions
encompass adapted language tasks and informed communication strate-
gies that teachers can readily apply. By accessing this research, educators
can gain valuable tools and guidance to better support the overall growth
of their students.
Keywords: emotional intelligence, learning disability, com-
munication, language tasks

Introduction
Emotional Intelligence: Definition and Function
Emotional Intelligence (EI) is the ability to accurately perceive and man-
age one’s own emotions, understand and respond constructively to the emotions of
others, and regulate emotions to enhance both emotional and cognitive function-
ing (Goleman, 1995; Mayer & Salovey, 1997; Salovey & Mayer 1990). It plays a
crucial role in early development. Children with high EI can use their emotions
in adaptive ways, express themselves effectively, and form healthy relationship
with their peers and adults. They are better able to focus their attention, man-
age their time, persist in the face of challenges, and, therefore, are more likely to
perform well academically. In addition, they are better equipped to cope with
stress and anxiety, which can lead to a reduced risk of developing mental health
problems like depression. On the other hand, children with low EI may struggle
to regulate their emotions, which may cause behavioral problems such as aggres-
sion or withdrawal, difficulties with attention, concentration, motivation, and
retention of what they have learned. Furthermore, they are sometimes unlikely

Insights into Learning Disabilities is published by Learning Disabilities Worldwide (LDW). For further
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to develop positive social connections. Finally, children with low EI are at higher
risk for mental health problems. In summary, EI is significant for children’s so-
cial, emotional, and academic development, as well as their overall well-being
(Argyle & Lu, 1990; Balluerka et al., 2013; Ellis, 1966; Lopes, 2004; Martins et
al., 2010; Parker et al., 2004).
Nevertheless, many children do not develop this ability naturally (Gott-
man, 1997). They need intentional instruction and practice in a safe, support-
ive, and nurturing environment. Schools staffed with trained and skilled teach-
ers and ample opportunities for children to interact with peers and adults are
ideal places for facilitating emotional growth and development.
Implications for Children with Learning Disability
Learning disability (LD) refers to a collection of neurological disorders
that hinder the brain’s ability to accurately receive, process, store, and respond
to information, thereby impeding an individual’s ability to learn and use fun-
damental academic skills (NASET, 2023). Within this general category, a va-
riety of specific learning disabilities (SLDs) are distinguished for their unique
cognitive profiles and impact on educational attainment. These include reading
comprehension disability, word reading disability, written expression disability,
mathematical LD (Grigorenko et al., 2020). Diagnoses are based on four criteria
(APA, 2023):
1. Have difficulties in at least one of the following domains continu-
ously for a duration of six months or more despite appropriate in-
structional support:
• Difficulty in reading, evident through issues such as inaccuracy,
slow pace, and the need for substantial effort.
• Difficulty in grasping the intended meaning of written con-
tent.
• Poor spelling.
• Difficulty in expressing thoughts in writing, marked by a lim-
ited vocabulary, errors in grammar, improper punctuation, and
a lack of coherence.
• Difficulty in understanding mathematical concepts, number-
related facts, and arithmetic operations.
• Difficulty in applying math concepts and solving math prob-
lems.
2. Have academic skills markedly below the norm for the child’s age,
leading to challenges in school, work, or day-to-day functions.
3. The difficulties commence in the school-age period, even if notable
hardship is not encountered by some until they reach adulthood.
4. Learning difficulties cannot be attributed to intellectual disabilities,
visual or auditory impairments, adverse conditions such as econom-

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ic or environmental disadvantages, lack of adequate instruction, or

challenges in verbal communication and language understanding.
Estimates of prevalence of LD in the population of school-age children
range from 2% to 15% (Al-Yagon et al., 2013; Margari et al., 2013). LD has
been found to have high comorbidity with social, emotional, and behavioral
disorders (Morris & Mather, 2007). Accordingly, children with LD are not only
in danger of poor academic performance, but also of experiencing subjective
distress and mental health problems.
Research shows a high incidence of anxiety symptoms in children with
reading disability (Casey et al., 1992; Giovagnoli et al., 2020; Wang, 2021;
Wilmot et al., 2022). Anxiety can significantly disrupt concentration, memory
function, and information processing, potentially inhibiting learning (Grills-
Taquechel et al., 2012). Additionally, it is often accompanied by unpleasant
physiological symptoms such as sweating, diarrhea, nausea, vomiting, rapid
breathing, dizziness, and fatigue. Anxious children may experience intense fear
or panic attacks and may have difficulty falling or staying asleep (Foa & An-
drews, 2006; Thambirajah et al., 2008).
Visser et al. (2020) and Xiao et al. (2023) report a prevalence of de-
pression among students with LD. Symptoms typically shown by adolescents
include concentration problems, feelings of worthlessness, change in appetite,
weight gain, weight loss, sleep disturbance, and fatigue (Cole et al., 2011; Rice
et al., 2019). Depression often manifests itself in frequent, recurring verbal out-
bursts, like expressions of anger, and behavioral episodes such as physical aggres-
sion directed towards individuals or objects, too (Bernaras et al., 2019).
Studies conducted by Parhiala et al. (2014) and Willcutt et al. (2013)
reveal significant social skill deficits in children with LD, indicating a strong
likehood for friendship difficulties and social isolation. These results replicate
findings from two earlier studies (Bryan & Bryan, 1978; Helms, 1995). Inti-
mate, reciprocal, and caring dyadic relationships, along with peer acceptance,
have been found to be essential for an individual’s positive self-esteem, psychoso-
cial adjustment, and subjective well-being (Antonopoulou et al., 2019; Heiman
& Olenik-Shemesh, 2020). Students with less developed social skills appear to
be more susceptible to mental and physical health problems, as they often expe-
rience elevated stress and feelings of loneliness (Segrin, 2019). Poor social skills
increase the probability of involvement in violence and bullying behaviors (Po-
lan et al., 2013; Turunen et al., 2017) as well as engaging in problematic Internet
use (Caplan 2005).
Leffert et al. (2010) suggest that the impaired social relationships of
children with LD stem primarily from their inclination to interpret friendly ges-
tures from others as more hostile compared to non-disabled peers. Additionally,
evidence suggests that children with LD have difficulty accurately interpreting

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social cues, and they tend to be less skilled than non-LD pupils in understand-
ing non-verbal behaviors of others (Galway & Metsala, 2011; Petti et al., 2003).
These findings highlight the importance of EI instruction at school as
an instrument to support children’s mentally healthy development and over-
all growth (Chong et al., 2015). EI instruction equips students with the tools
and knowledge needed to navigate social encounters in school and everyday life,
thereby reducing feelings of isolation and low self-esteem (Calero et al., 2018;
Moreno-Manso et al., 2016; Trigueros et al., 2020). Moreover, it offers specific
benefits for the academic success of children with LD. By helping them un-
derstand and manage their emotions, EI instruction fosters their self-awareness
and self-regulation. This, in turn, enhances their ability to cope with academic
setbacks, improves their motivation to learn, and promotes a positive attitude
towards education (Downey et al., 2008; Estrada et al., 2021; MacCann et al.,
2020). Furthermore, addressing EI positively impacts the mental health of stu-
dents with LD (Cejudo et al., 2018; Guerra-Bustamante et al., 2019). Such
instruction provides a framework for these children to recognize and express
their emotions in a healthy manner, seek support when needed, and develop
effective coping strategies. By prioritizing emotional well-being alongside aca-
demic development, educators create a more inclusive and supportive learning
environment that promotes emotional resilience and reduces the risk of mental
health problems.
In conclusion, EI instruction is crucial for children with LD due to
their increased susceptibility to emotional, social, and mental health issues. By
prioritizing their emotional well-being alongside academic development, educa-
tors can empower these students with the necessary skills to thrive both person-
ally and academically. The benefits are far-reaching, including improved social
relationships, enhanced self-regulation, increased resilience, and better mental
health outcomes. By embracing EI instruction, educators create an educational
landscape that nurtures the whole child, paving the way for their long-term suc-
cess and well-being.
Statement of Problem and Identifying the Research Question
Children with LD face a multitude of challenges at school, extending
beyond the traditional scope of learning processes. This phenomenon was ob-
served by the author himself in his own teaching environment – an urban school
catering to children from grade 5 through 10 – and addressed by other research
fellows. Accordingly, Cavioni et al. (2017) reported that interventions have pre-
dominantly focused on enhancing the reading, writing, and mathematical skills
of students with LD, while overlooking the emotional and social dimensions of
their experiences. Furthermore, the inadequate integration of comorbid mental
and associated disorders into intervention plans is proposed to exacerbate the
complexities of supporting children with LD (Hendren et al., 2018). Schools

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should consider the utilization of language-based interventions aiming to fur-

ther the EI of students with LD as an effective way to improve their socioemo-
tional functioning, academic performance, and mental health (Conti-Ramsden
et al., 2013; Im-Bolter & Cohen, 2007; Marrus & Hall, 2017).
The current study utilized a rapid review – a streamlined and acceler-
ated approach to systematically synthesize existing knowledge and offer action-
able recommendations on a practical issue in a timely and resource-efficient
manner (Khangura et al., 2012; Tricco et al., 2015). This methodological choice
is supported by Cirkony et al. (2022) and Wollscheid and Tripney (2021), who
attribute high potentiality to rapid reviews in providing evidence-based guid-
ance for informing practice in the educational sector. Masters (2018) emphasizes
that highly effective teachers have a toolkit of evidence-informed teaching strate-
gies. It combines evidence collected by educators in their practice with external
research findings. It is such a toolkit that enables teachers to thoughtfully select
the best approaches to engage individual students. To conform to acceptable
review conduct, the investigation followed a framework adopted from Arksey
and O’Malley (2005).
In assembling such a repertoire, the author sought to explore EI in-
struction through the lens of a teacher, employing an interdisciplinary fusion
of psychology and applied linguistics. The objective was twofold: (1) to review
sources intended for language teachers and use them to (re)design language tasks
for enhancing children’s EI in language classes, and (2) to draw upon multidis-
ciplinary literature to develop communication guidelines for day-to-day interac-
tions with students, with the purpose of fostering their EI and promoting their
overall growth within the school environment. In practice, the study aimed to
seamlessly integrate EI education with language instruction, making language
learning a holistic experience. In addition, it sought to enhance teachers’ com-
munication skills as part of their professional development, empowering them
to have a broader impact beyond instructional utility.
In line with Dobbins’ (2017) recommendations for focused, clearly ar-
ticulated, answerable, and neutrally framed research questions, this study aimed
to address two specific inquiries:
1. What language tasks can be designed for students in grades 5
through 10 to enhance their EI?
2. Which communication behaviors support the development of EI?

Methods
Identifying Relevant Literature
In identifying relevant sources, no attempt was made to search for all
available pieces of literature addressing the research topic. Instead, the approach
recommended by Gordon et al. (2018) was followed. Hence, the goal was to

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identify a small number (<30) of publications that are highly relevant, man-
ageable for in-depth analysis, and offer significant supporting evidence for the
research inquiry. To achieve this, searches were conducted between April and
September 2023 using, as advocated for by Conn et al. (2003a; 2003b), mul-
tiple strategies:
1. Library catalog search was conducted online at the University Col-
lege London Institute of Education (IOE) focusing on publications
for language teachers and sources on teacher-child communication,
child/adolescent EI, and counseling in school. The IOE library
houses a rich collection of materials related to education, includ-
ing publications from the UK and a wide range from around the
world. Following the initial search at the IOE, a secondary library
search was conducted at the University of Bremen with librarian
assistance. This search aimed to verify the initial search results and
expand upon them. Apart from relevance, authorship and reviews
were given particular attention.
2. Electronic database searches were primarily performed on Google
Scholar for its thorough coverage and capability to retrieve a wide
range of literature types, including citations from scholarly litera-
ture, peer-reviewed publications, theses, books, abstracts, and other
articles from academic publishers, professional organizations, pre-
print repositories, universities, and other scholarly organizations
(Gehanno et al., 2013). Supplementary searches were carried out
on JSTOR, and ResearchGate. Search terms included: “emotional
literacy”, “vocabulary + emotional intelligence”, “emotional intel-
ligence + literature”, “social + emotional + literacy”, and “creative
writing (+social emotional learning)”. An additional search crite-
rion was a title with an indication of a focus on children or ado-
lescents. The database parameters were set to include articles pub-
lished in English from 2010.
3. Ancestry searching and forward citation tracking, as suggested by
Greenhalgh and Peacock (2005), was utilized to expand the num-
ber of potentially eligible high-quality sources for inclusion.
Selection of Sources for Inclusion
Following the initial screening of titles and abstracts, this stage in-
volved an in-depth review of selected full text documents or chapters from
books. Eligible articles and books were those that offer direct implications
for classroom practice, published in English in peer-reviewed journals or by
trusted publishing houses. Of the 69 sources, 19 met the eligibility criteria
(the selection process is outlined in Figure 1).

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Figure 1. PRISMA Flow Diagram of the Review Process

Figure 1. PRISMA Flow Diagram of the Review Process

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The included sources were identified through the various search meth-
ods as shown in Table 1.

Table 1. Source Identification by Search Method

Database Library Ancestry Citation

Source
Search Search Search Index
Allan, 1985 x
Almond, 2005 x
Bintz, 2016 x
Bolton, 1979 x
Bordonaro, 2001 x
Brackett et al., 2012 x
Carter & Long, 1991 x
Dodigovic, 2018 x
Donovan & McIntyre, 1999 x
Dylman et al., 2020 x
Egan, 1995 x
Ellis,1966 x
Ginott, 1965/2003 x
Gottman, 1997 x
Greenspan, 2000 x
Harper, 2016 x
Healey, 2019 x
Joronen et al., 2011 x
Joseph & Strain, 2003 x
Kidd & Castano, 2013 x
Kumschick et al., 2014 x
Mai, 2018 x
Miller et al., 2005 x
Seligman, 2007 x
Stempleski & Tomalin, 1990 x
Streubel et al., 2020 x
Thomas, 2019 x
Webster-Stratton, 1999 x

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Charting the Data

In this stage, the selected publications were reviewed and key findings
relevant to the research questions were marked. The marked data were then
condensed into short phrases and recorded in a “findings-by-informant” meta-
matrix (see Table 2). In this matrix:
• Each row represents an informant or source of information.
• Each column represents a specific finding of a particular informant.
Each informant’s findings are presented independently in the ma-
trix.
• The cells contain the condensed descriptions of the corresponding
findings from each informant.

Table 2. Findings-by Informant Metamatrix

Informant/Source Finding 1 Finding 2 Finding 3 …

Brief Brief Brief
Source 1 description of description of description of …
the finding 1.1 the finding 2.1 the finding 3.1
Brief Brief Brief
Source 2 description of description of description of …
the finding 1.2 the finding 2.2 the finding 3.2
Brief Brief Brief
Source 3 description of description of description of …
the finding 1.3 the finding 2.3 the finding 3.3
… … … … …

Data Analysis and Synthesis

The data analysis and synthesis process involved the steps adopted from
Miles and Huberman (1994) and Ryan and Bernard (2003):
1. Charted data were explored to compare findings within and across
domains.
2. Identical findings were clustered, and complementary findings
found across the matrix were synthesized. All findings were coded
for their domain-specific applicability.
3. Coded data were used as a guide for task design in language classes
and the formulation of communication strategies.
The processes of screening, selection, analysis, and synthesis were un-
dertaken by a single author.

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Results
As indicted in Table 1, 28 credible sources were identified. They ad-
dressed the two primary research questions, offering practical and actionable
recommendations for teachers to enhance children’s EI through language tasks
and EI-sensitive communication. The culmination of this study has brought
forth valuable insights that can be directly applied in educational settings to
foster optimal development in children.
Building Emotional Vocabulary
A rich emotional vocabulary is a key component of children’s EI (Miller
et al., 2005; Streubel et al., 2020). It allows them to mentally label their emo-
tions and become fully aware of their mood states. This helps children regulate
their feelings. For example, a child who is upset can say, “I feel upset”, and give
him- or herself self-instruction by means of self-talk, “I need to calm down”,
rather than acting out his or her emotions. In addition, an extensive and com-
plex feeling vocabulary can aid students in effectively communicating their emo-
tions and are more likely to have their needs met by others. For example, a child
who is feeling anxious can say, “I’m feeling anxious; please stop it!”, instead
of becoming agitated or overwhelmed. Ultimately, students who can articulate
their emotions clearly have a greater chance of building meaningful relation-
ships and developing a deeper level of trust and intimacy with others (Joseph
& Strain, 2003; Webster-Stratton, 1999). Two simple activities adapted from
Dodigovic (2018) are:
1. Emotive Flip Card Activity: Students collaborate in pairs. Each pair
is given a set of flip cards with one side displaying an emotion word
and the other side featuring a detailed description of that emotion
using sensory language, symbolism, metaphors, and intensity indi-
cators. Student A reads aloud the description, while Student B tries
to guess the corresponding emotion. They take turns, and to add
a competitive element, a scoring system can be introduced where
points are awarded for correct guesses.
2. Emotion Description: Students work in groups of three. They re-
verse the flip cards, with Student A providing the emotion word.
Student B’s task is to describe the emotion using sensory and figu-
rative language, symbolism, metaphors, and personal experiences.
Each group member takes turns in their roles. Student C acts as the
judge, awarding a score for the best description based on creativity,
clarity, and emotional depth.
Linking Literacy with Emotional Experience
Literary texts are referred to as “the voice of emotions and feelings”
(Mai, 2018). The regular use of literature with emotion-in-text-tasks at school

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offers a rich opportunity to nurture children’s EI (Dylman et al., 2020; Kum-

schick et al., 2014). Through completing in-text embedded emotion-focused
tasks, children can explore the inner world of characters, empathize with their
subjective experiences, and understand their emotions through psychological
processes and open interpretation (Kidd & Castano, 2013). Tasks inviting a re-
sponsive and developmentally appropriate discussion about emotion-provoking
conflicts and events read about can provide valuable personal insight for children
experiencing emotional distress and helping foster their resiliency and coping
skills (Harper, 2016). Teachers can employ the following strategies (adapted
from Carter & Long 1991; Harper 2016) to incorporate literature-based inter-
vention as means of enhancing children’s EI:
1. Pick an age-appropriate literary text.
2. Tell children to read the story and highlight in it the sections that
describe emotionally charged plots or events.
3. Ask the children to tell you how the character appears to respond
emotionally to the plot or event and to identify any contextual,
linguistic, or visual cues (if applicable) that support their reasoning
or justification. For instance, if there is a picture of the character,
ask the children to describe the character’s facial expression or body
language.
4. Encourage the children to share their emotional reactions to the
plot or event highlighted, ask them how they may have responded
and the reason for it.
5. Prompt children with differing responses to discuss their reasoning.
Creative Writing
Creative writing tasks enable children to escape from the reality of the
classroom and delve into their own imagined world. Through their writing, they
can express themselves fully, providing glimpses into their innermost thoughts
and posing challenges to readers to discover their true selves. They are encour-
aged to reflect on their thoughts and emotions and permitted to draw upon
their own semiotic resources to express them. This grants them a sense of agency,
allowing them to create worlds, shape ideas, and feel a sense of ownership over
their writing (Healey, 2019). Regularly incorporating creative writing into EI
education can help children develop the ability to describe their emotions with
increasing precision (Brackett et al., 2012), allowing for a deeper understand-
ing of their emotional responses. Tasks adapted from Bintz (2016), Bordonaro
(2001), Brackett et al. (2012), and Thomas (2019) can facilitate emotional
learning:
1. Emotional Storytelling: Ask children to create a story that focuses
on a specific emotion. They can develop characters and plotlines
that revolve around emotions such as joy, sadness, anger, or fear.

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This task helps them understand different emotions and empathize

with others.
2. Emotive Flash Fiction Challenge: Invite students to write an ul-
tra-short story with a maximum of 100 words, centering around
a single powerful emotion. Encourage them to create a narrative
that captures the character’s emotional journey within this tight
constraint, highlighting their growth and the valuable insights they
acquire.
3. Empathy Story: Ask children to write a short story from the per-
spective of another person or a fictional character, taking into ac-
count their emotions, thoughts, and experiences. This task helps
them develop empathy and understand different points of view.
4. Emotional Poetry: Encourage children to write poetry that ex-
presses their emotions. This form of self-expression allows them to
explore their feelings creatively and develop a deeper understanding
of their emotional world.
Combining Short Films/Trailers with Drama Activities
Films/trailers are considered as authentic input in foreign language
classes and are valuable resources for teaching listening skills. They offer a
unique strength in their ability to expose students to all three essential com-
ponents of oral communication. Through watching films or trailers, students
can observe how characters use speech (such as words, phrases, and sentence
structure), vocals (such as accent, intonation, and stress), and visuals (including
gestures, facial expressions, eye contact, posture, and proximity) to convey their
messages effectively (Allan, 1985). This attribute can be leveraged in emotional
education as films are highly functional in conveying emotions both through
linguistic and visual cues.
Films/trailers can serve as a great source of inspiration and material for
drama activities. These can provide children with a way to practice and rehearse
real-life situations in a safe and controlled environment. Drama activities engage
the whole person, prompting children to use not only their verbal communica-
tion skills but also their emotions, instincts, and intellect. They can help chil-
dren practice enunciating words and speaking confidently, using body language,
facial expressions, and gestures, and to see different perspectives and understand
the motives and feelings of others (Almond, 2005; Joronen et al., 2011). An ef-
fective task sequence for the utilization of films and drama for EI instruction can
be adapted from Allan (1985) and Stempelski and Tomalin (1990) (see Figure
2).

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Figure 2. Teaching Suggestions

Using EI -Sensitive Communication

EI-sensitive communication with children provides a safe space for them
to express their emotions without fear of judgment or criticism. It plays a vital
role in supporting their emotional well-being and facilitating social-emotional
development. This form of communication can help students recognize and un-
derstand the cognitive aspects of their emotions, aiding them in self-regulation
and coping with challenging feelings in a healthy manner. Its primary objective
is to help children feel seen, heard, and understood, thereby fostering a sense of
emotional safety, and promoting their overall emotional intelligence. The review
of scholarly literature provided the following six fundamentals of EI-sensitive
communication to be used for effective day-to-day guidance talk with children:
1. Listen attentively: Position yourself at a comfortable distance (about
three feet) with no physical barrier, adopt an open posture (palms

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facing up, no crossed arm or legs), lean toward and face the child
squarely, maintain eye contact, do not interrupt the child with fre-
quent questions, sprinkle minimal encourages (e.g., mm-hmm,
really?, oh?, I see.), throughout the conversation, be relaxed and
natural (no fidgeting nervously, drumming fingers etc.). Listening
to a child in this way communicates physical and psychological
presence, genuine care and interest, and can have a calming, sooth-
ing impact on the child (Bolton, 1979; Egan, 1994).
2. Listen actively for the underlying feelings of the child’s message
and label them in words the child can comprehend: Labeling the
feelings that children experience as a regular part of everyday life
can aid the children in turning an overwhelming, intense or vague,
frightening, uneasy sensation into something concrete that they
can then handle. This can also have a soothing effect on the ner-
vous system, for children who can articulate and understand their
emotions may feel more in control and less overwhelmed. Con-
sequently, they may experience less stress and anxiety and be bet-
ter equipped to calm themselves down and regulate their emotions
(Gottman, 1997).
3. Acknowledge and validate the child’s feelings: In a setting where
children are encouraged to express themselves, it is imperative to
acknowledge and validate their feelings, even if those emotions
might not immediately seem appropriate or comprehensible.
4. Emotions must be addressed and handled first before behavior can
be improved: When children feel heard and understood without
being judged, they become more comfortable and willing to engage
in a dialogue and explore possible solutions (Ginott, 1965; 2003).
On the other hand, when children’s intense emotions are not ac-
knowledged, they tend to express them through their actions. This
can result in either aggressive behavior or, conversely, by becoming
excessively shy or fearful (Greenspan, 2000).
5. Communicate unconditional positive regard: As the primary cause
of children’s anxiety is their strong desire to be accepted, approved,
or loved by all the important individuals in their lives, it is impor-
tant to let them know that occasional mischief or misbehavior does
not put them at risk of being abhorred, rejected, or emotionally ne-
glected. Otherwise, children learn to suppress their lively emotions
and may become overly inhibited in expressing themselves, which
can result in emotional impairments (Ellis, 1966).

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6. Respond with an optimistic explanatory style: This means that you

will adopt a positive and empowering approach towards the child’s
emotional experiences. You will accept and validate their emotions
and reframe negative events or experiences in a more positive way.
Your feedback should emphasize the child’s ability to learn and
grow from the experience and overcome challenges and develop
a more positive outlook. This approach aims to help children find
hope in difficult times, develop a more positive outlook, and build
their emotional resilience (Seligman, 2007).
7. Invite children regularly for 5-minute emotional check-ins: These
short talks signal to children your genuine concern and care. Using
the first five strategies in tandem, they encourage candid and trust-
worthy communication and create a soothing and reassuring effect
in the long run (Donovan & McIntyre, 1999).
Discussion
Modern-day teachers are required to do much more than educate chil-
dren to be knowledgeable in particular content areas. They are also called upon
to teach them to interact in socially skilled and respectful ways, and to practice
positive, safe, and healthy behaviors (Greenberg et al., 2003). Social-emotional
learning is of particular importance for students with LD, as they are in greater
need than typically developing children for effective coping strategies, emotion
regulation, and healthy peer relations to reduce subjective distress and the risk of
mental health problems. These challenges often experienced by these children
as a corollary of their LD. Nevertheless, teachers often feel unacquainted with
tactics for fostering children’s social-emotional development (Konishi & Park,
2017; Kottler & Kottler, 1993).
The current study aimed to support teachers in their efforts to perform
their role as educators beyond their responsibilities as subject experts by pro-
viding them with actionable recommendations for fostering children’s EI. To
achieve this, a rapid review, also called a “restricted systematic review” (Plüd-
demann, 2018), was conducted to identify language tasks that can be developed
for students in grades 5 through 10 to improve their EI, as well as to determine
which communication behaviors aid in the development of EI. Drawing upon
28 trusted sources, the findings suggest that effective language tasks should be
modified versions of activities already employed in language instruction. These
adaptions necessitate a thorough understanding of the cognitive processes that un-
derpin the development of EI. Such tasks might include role-playing scenarios,
discussions about characters’ motivations and emotions within literature, or reflec-
tive writing exercises that prompt students to examine and express both their own
emotions and those of others.

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Insights into Learning Disabilities 20(2), 153-175, 2023

Communication behaviors conducive to fostering EI should involve spe-

cialized strategies that extend beyond ordinary social interactions and are criti-
cal for assisting children in their personal development. These methods should
include active listening, empathetic engagement, offering constructive feedback,
and posing open-ended questions that encourage students to contemplate and ar-
ticulate their emotions, thereby enhancing their ability to understand and man-
age emotions effectively. These strategies, as pointed out by Zlatic et al. (2014),
may not naturally develop as part of regular socialization. They play a crucial
role in assisting children as they manage their evolving self-development amidst
increased interactions with peers and adults, and increased exposure to media
influences, as discussed by Dettore (2002).
Like all research, this study is subject to certain limitations. In this par-
ticular case, the following points of criticism can be noted:
1. Single author involvement: The processes of screening, selection,
analysis, and synthesis were undertaken by a single author, which
may introduce potential subjectivity. While every effort was made
to maintain rigor and objectivity, the absence of multiple research-
ers could impact the study’s outcomes.
2. Narrow scope: The review was conducted with a narrow scope, lim-
iting the range of included studies. Consequently, it is possible that
some relevant research outside of this narrow scope may not have
been considered in our analysis.
3. Language limitation: Only publications in the English language
were considered. As a result, valuable research in other languages
may have been omitted, potentially limiting the comprehensiveness
of our findings.
4. Limited source selection: Due to resource constraints, a relatively
small number of sources were selected for this study. This limita-
tion could impact the breadth and depth of the analysis and variety
of the findings.
Future research should be dedicated to identifying additional resources,
teaching approaches, and classroom activities as input to produce a diverse pool
of EI-centered tasks. This could facilitate more differentiated and individualized
learning, encourage greater student participation, and, in turn, lead to better
outcomes in terms of EI development among children. In addition, commu-
nication strategies that convey genuine interest, empathy, acceptance, and ap-
preciation should be sought after and brought to teachers’ attention. These are
indispensable to break down communication barriers and to achieve “helping
outcomes” (Egan, 1994). Finally, studies should be undertaken to assess the ef-
fectiveness of the suggested tasks and communication strategies in diverse edu-
cational settings to provide empirical support for their implementation and al-
lowing for their improvement.
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 Insights into Learning Disabilities 20(2), 153-175, 2023

Conclusion
EI is a critical life skill that can benefit LD students in all aspects of their
lives, from personal relationships to future careers. Rapid review has proven to
be an effective research method for informing EI instructional practices. The
findings indicate that EI instruction can be seamlessly integrated into language
education through a diverse range of tasks and activities. These tasks can be de-
signed to vary in complexity and difficulty, adapting them to children’s levels
of development. They can be used independently or in combination with one
another. When it comes to effectively communicating with children, especially
when the goal is to foster their EI, it is advisable to adopt a thoughtful and
deliberate approach that recognizes and respects the individuality and integrity
of each child, rather than relying on random, commonly used strategies. While
children’s responses may vary, attentive listening, emotion recognition and vali-
dation, unconditional support, optimism, and regular check-ins are proposed
by trusted authors to provide a sturdy foundation for building trust, promoting
understanding, and ensuring emotional safety. They are regarded to serve as
invaluable tools for nurturing children’s EI development and overall well-being.

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Author’s Note
Correspondence concerning this article should be addressed to
Tamas Rotschild, Mahlstedtstr. 47, 28759 Bremen, Germany, Email: rotschild.
[email protected]

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