During the week from June 1st to 8th, Jump had the pleasure of hosting an international group of
teachers from various parts of Europe. Among them, five educators took center stage around a topic
as timely as it is fundamental: emotional competencies.
The five teachers participated in a week full of activities, including theoretical lessons in the
classroom and practical moments outdoors, contributing with enthusiasm and professionalism to the
success of the training session. The group consisted of three Polish teachers from a primary school
specializing in special educational needs, and two Latvian teachers, bringing diverse and
complementary educational experiences. Within the group, two individuals stood out for their
specific expertise on the subject: a teacher specialized in Social and Emotional Learning (SEL) and
an expert therapist, who skillfully deepened and guided certain dynamics related to emotional
management in the school environment.
However, all five, with their professionalism, contributed to making the week not only educational
but also deeply inspiring, emphasizing the importance of creating educational spaces where
emotional competencies are valued and integrated into daily learning pathways.
The aim of this study was to explore the links between mindfulness-based practices (MBP), applied
in schools, and the framework of social and emotional competencies (SEL), using the five
competency areas promoted by the Collaborative for Academic, Social, and Emotional Learning
(self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-
making). A qualitative exploration of these connections was conducted with the goal of identifying
ways to integrate the two approaches in school contexts and to stimulate a transdisciplinary
dialogue.
Emotional intelligence is an essential characteristic and competence for health professionals.
Mindfulness meditation has proven effective in increasing the well-being of those who practice it,
leading to better mental health, self-care, and professional satisfaction. This article aims to identify
the most recent evidence on the relationship between mindfulness and emotional intelligence among
healthcare professionals and students.
Mindfulness meditation is an effective method for training emotional intelligence. Mindfulness is a
form of meditation based on the ability to bring attention to the present experience, accepting it
without judgment and recognizing sensations, emotions, and thoughts. This practice is used as a
therapeutic psychological treatment with positive results, reducing levels of anxiety, depression, and
stress, and alleviating physical symptoms such as pain and vulnerability related to psychiatric
illnesses.
One of the most appreciated and innovative aspects of the week was the integration of theory and
practice through outdoor activities, which allowed participants to concretely experience the
principles of emotional competencies. In nature, the teachers experimented with relational dynamics, emotional awareness exercises, and collaborative activities, thereby strengthening the connection between what is learned and what is lived.
Emotional competencies, often addressed in an abstract or theoretical way in traditional educational
settings, were instead made tangible and experienced firsthand thanks to immersive nature
experiences.
In natural and stimulating environments, the teachers took part in a variety of activities designed to
foster self-reflection, emotion management, empathy, and authentic communication. Exercises
included mindful walks, shared moments of silence, outdoor circle time, cooperative games, and
practices based on mindfulness and active listening.
These experiences not only strengthened the connection among participants, creating an atmosphere
of trust and emotional openness, but also demonstrated how contact with the natural environment
can facilitate emotional processing, stress reduction, and the emergence of inner resources often
overlooked in the school routine.
Nature thus became a true pedagogical ally, a “living laboratory” where theory and practice meet,
offering an authentic context for developing and training socio-emotional skills, essential both for
teachers and students.
The participants’ feedback highlighted how crucial it is to step outside the traditional classroom
framework to promote a more authentic, engaging, and transformative learning experience. The
week represented a concrete example of how it is possible to cultivate emotional intelligence even
through informal and natural environments, enhancing the personal and professional well-being of
educators.
Author: Enza Procopio (JUMP Trainer)
