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“Emo­tional sick­ness is avoid­ing re­al­ity at any cost. Emo­tional health is fac­ing re­al­ity at any cost.”— M. Scott Peck

As in­di­cated in Abra­ham Maslow’s (1943) hi­er­ar­chy of needs, emo­tional well-be­ing is con­sid­ered a psy­cho­log­i­cal needs de­sir­able in achiev­ing the full po­ten­tial of an in­di­vid­ual. Emo­tional well­ness ad­vo­cates self-aware­ness. It al­lows an in­di­vid­ual to man­age his/ her feel­ings and be­hav­iors which is an es­sen­tial life skill. Be­ing emo­tion­ally well builds re­silience in cop­ing with dif­fi­cul­ties such as in­ter­nal con­flicts and re­la­tional is­sues, and helps in form­ing healthy re­la­tion­ships and pos­i­tive out­look in life.

Ac­cord­ing to Maslow, there are nine emo­tional needs: se­cu­rity, vo­li­tion, at­ten­tion, emo­tional con­nec­tion, con­nec­tion to the com­mu­nity, pri­vacy, a sense of sta­tus, a sense of achieve­ment and mean­ing. There­fore, it is nec­es­sary to meet these needs of a per­son, par­tic­u­larly the youths of our gen­er­a­tion, that they may reach max­i­mize their in­her­ent ca­pa­bil­i­ties.

Fam­i­lies sig­nif­i­cantly af­fects the at­tain­ment of the chil­dren. Nowa­days, there are sev­eral cases of con­flicts con­cern­ing fam­i­lies. As a re­sult, chil­dren may face chal­lenges or his­tory of stress­ful and trau­matic events com­monly known as Ad­verse Child­hood Ex­pe­ri­ence (ACE) that greatly af­fects their be­hav­ior to­wards him­self and to­wards other peo­ple. There­fore, par­ents as ex­pected to form sup­port­ive and in­ter­de­pen­dent re­la­tion­ship among fam­ily mem­bers, em­ploy­ing a sense of love and care in prac­ti­cal ways. In­stead of fo­cus­ing on what is wrong with the child, try re­flect­ing on what emo­tional needs are not be­ing met? Un­de­ni­ably, hav­ing a strong fam­ily means bet­ter emo­tional well­be­ing.

More­over, school is a model av­enue to sup­port the so­cial and emo­tional well-be­ing of stu­dents. School opens doors of op­por­tu­ni­ties to ac­quire and nur­ture men­tal health skills to at­tain life ful­fill­ment. There will be an ap­par­ent de­cline of stu­dents’be­hav­ioral chal­lenges and de­crease in dis­ci­plinary is­sues when the school pro­motes and sup­ports the emo­tional well-be­ing of the stu­dents. Hence, frame­work should be es­tab­lished within the school to achieve pos­i­tive be­hav­ioral and learn­ing out­comes. Stu­dents are earnestly in need of op­por­tu­nity where their voices would be heard and their feel­ings would mat­ter.

Teach­ers play a cru­cial role in this plight. There are var­i­ous ways of im­ple­ment­ing and cul­ti­vat­ing friendly learn­ing en­vi­ron­ment that ad­vo­cates emo­tional health­i­ness. In­cor­po­rat­ing learner-sen­si­tive school poli­cies and prac­tices will en­sure ap­pro­pri­ate re­sponse to their needs. Utiliz­ing pos­i­tive be­hav­ioral in­ter­ven­tions in class­room man­age­ment and re­in­forc­ing learn­ing by in­cul­cat­ing val­ues to learn­ers through draw­ing out es­sen­tial life lessons based on stu­dents’sig­nif­i­cant hu­man ex­pe­ri­ences would cre­ate an at­mos­phere of be­long­ing­ness thus, en­gages learn­ers to ex­press them­selves bet­ter. These prac­tices can be trans­lated to pro­gres­sive aca­demic out­comes and im­proved emo­tional health.

This sig­nif­i­cant part of per­sonal de­vel­op­ment brings about equi­lib­rium in ar­eas of life such as iden­tity, re­la­tion­ship, per­spec­tive and en­vi­ron­ment. Hence, mak­ing one hap­pily ef­fec­tive and pro­duc­tive.

— oOo—

The au­thor is a grad­u­ate of BS Psy­chol­ogy at the Uni­ver­sity of As­sump­tion

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