The latest report by the World Health Organization and UNICEF (2024) reveals a significant concern: nearly one in seven children and adolescents, between the ages of 10 and 19, are affected by mental health conditions, with anxiety, depression, and behavioral disorders being the most prevalent. This report underscores that the majority of these issues emerge before age 14, highlighting the crucial responsibility of schools, educators, and parents in fostering preventive measures and supporting early intervention. Social Emotional Learning (SEL) has proven to be an invaluable approach, equipping young learners with skills to manage emotions, build resilience, and promote mental well-being (Payton, 2000).

Advances in neuroscience further emphasize the integral connection between emotions and learning. As Immordino-Yang (2007) describes, learning is deeply rooted in emotional experience, and effective teaching requires educators to recognize the role emotions play in shaping learning outcomes. In line with the Sustainable Development Goals (SDGs), there is a growing emphasis on nurturing global competencies, where Emotional Intelligence (EI) becomes foundational. EI not only bolsters individual learning but also cultivates the empathy, resilience, and collaborative abilities essential for building equitable, sustainable communities (Gabel-Shemueli, 2011).