Issue 14: Why is Emotional Literacy the Key to Success for All Learners? Dr Sarah Moseley

From the start of my career, I was aware that my passion lay in supporting those pupils in my classroom who had the most difficulties with literacy. When I qualified as a mainstream primary teacher, my first class of thirty-two Year 3 pupils was in an area of London where there was high social and economic deprivation. During my time teaching this group of children, I realised just how difficult it was for some children to learn to read. I wanted to support them as much as I could, and this interest led me to further studies and eventually a career in special education. Alongside the practitioner roles, I spent over 20 years as a researcher. I know that this passion and interest were fuelled by my own difficulties with literacy. I still struggle to read and spell at certain times or within certain situations. I have learned coping mechanisms to support these issues, but I still feel the fear of getting it wrong and try to avoid situations where that might be the case.

I was able to understand my own feelings and emotions, continuing with something that challenged how I viewed myself as a learner. Rather than viewing my struggles as a difficulty that cannot be overcome, I had the ability to bounce back and carry on. I've had the experience of being challenged and supported to understand that feelings of failure can change and that skills can develop over time. This is referred to as being emotionally literate. Claude Steiner, in 1997, was one of the first to write extensively about this, referring to it as "intelligence with a heart" (Steiner, 2003).

At the heart of my journey was an internal motivation to succeed. I have developed the skills needed to continue in the face of adversity.

Learning to read is a complex process that can be slow and difficult, requiring a degree of resilience. This is where the barrier lies for many of the learners I have worked with (within mainstream and special education contexts). Unlike learning to speak, we need to be taught specific skills while learning to read. Additionally, the learning process is not linear, where one thing is learnt and then the next (DfE, 2021). This makes it challenging, particularly in the early stages, when learners will be faced with making many errors and needing to go back and attempt the same tasks many times. This may happen in a context where those around them appear to gain the skills needed relatively easily and progress to more exciting learning opportunities. To make matters worse, the skill of reading is required across every learning opportunity that students encounter. Research emphasises literacy development as the "foundation for lifelong learning" (Snowling, 1991, p.49) through the creation of self-generated learning opportunities (Wigfield & Guthrie, 1997).

In his recent book, The Art and Science of Teaching Primary Reading, Such states, "Few impediments undermine a person's aspirations as effectively as an inability to read" (Such 2021 p.1). Failure to become a reader can have a severe negative impact on the mental health of all children and young people. Therefore, we must consider how our role will support learners to develop the skills needed for life. Many of us will know of situations where reading interventions have been put into place with little or no success; a missing piece may relate to the engagement and feelings of the learner in the process.

Research concludes that learners need to internalise the view of themselves as someone who is able to read, which in turn supports them to engage with the process and continue even when they face failure.

If we consider our own reading journey, it is never complete, as there will always be something that will challenge us.

For many, reading will be something which they may always struggle with. It is important that learners can express emotions that they may be feeling, such as frustration or anger and be supported to understand these emotions as part of the learning process. The key is to develop emotionally resilient learners who will continue to use the skills and knowledge that they have learnt to tackle each new situation confidently.

The terms emotional literacy and emotional intelligence are often used interchangeably. Emotional intelligence refers to the ability that we have to recognise and manage our own or others' emotions in order to solve situations (Steiner, 2003). Emotional literacy links this further with the ability to communicate about these emotions and read the emotions of others. It is this ability to be self-aware and respond appropriately to others, connect, understand, and manage our emotions alongside the emotions of others that supports us to succeed in the face of adversity. If we do not have these skills, we may view challenges and difficulties as something which we do not have the ability to change, leading to later mental health problems related to negative thought processes and patterns.

If we are emotionally literate, we have the skills to build more positive mental health (Goleman, 1996) and are equipped with the tools needed to overcome challenges and maintain the affective relationships required. A fundamental aspect of this is that we are motivated to carry on with something that presents us with challenges, have the confidence to take chances, and believe that we can achieve.

Research has established that emotional literacy can be learnt, developed and strengthened. We can think of it as a muscle that we need to build and strengthen through our experiences and situations. Research has established a strong link between stories and emotional literacy. Research by The Literacy Trust (2020) during the pandemic found indicators of better mental health amongst children and young people who had enjoyed and participated in reading and listening to stories. Relationships and communication are key to stories; they provide experiences of emotions. Sharing a story, poem, narrative or other experience can reveal the differences and similarities between people's lives.

The neuroplasticity of the brain, connections and circuits link and change in response to our interactions with the environment (Wolf, 2017). This means we can physically change our brains through listening to stories and sharing text! We can place ourselves in the story and the shoes of other people. This is like a workout, building our muscles and capacity to be more resilient. To support our children and young people, we need to ensure we provide the experience of stories that contain examples of challenge and resilience — demonstrating how people respond to challenges, how they bounce back and ultimately how they might triumph.

Through creating an environment with rich opportunities to celebrate success, face challenges and observe how others respond, we provide learners with a toolkit to deal with life and what might happen next.

Finally, I firmly believe in the importance of involving everybody in a rich reading community, starting with talking about everybody as a reader in their own way (Moseley, 2023). The formation of an internal view of ourselves as a reader may lead pupils to behave in a specific way which enables them to expect to become a reader (Harter, 1999). By developing emotionally intelligent children and young people, we provide them with the skills to overcome challenges and respond flexibly to difficult situations. This will enhance and support positive mental well-being across us all.

• Department for Education. (2021) The Reading Framework: teaching the foundations of literacy [gov.uk/government/publications]
• Goleman, D. (1996) Emotional Intelligence. Why it can matter more than IQ. London: Bloomsbury.
• National Literacy Trust (2020) [literacytrust.org.uk]
• Moseley, S (2023)Teaching Reading to All Learners Including Those with Complex Needs; A Framework for Progression within an Inclusive Reading Curriculum Routledge publishers [taylorfrancis.com]
• Harter, S. (1999). The Construction of the self: A developmental perspective. New York, London: The Guilford Press.
• Snowling, M. (1991). Developmental reading disorders. Journal of Child Psychology and Psychiatry, 31(1), 49-77.
• Steiner (2003) Emotional Literacy: Intelligence with a Heart, Bloomsbury Publishing, New York
• Such, C. (2021) The Art and Science of Teaching Primary reading. SAGE Publications Ltd: London
• Wigfield, A., & Guthrie, J. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology(89), 420-432.
• Wolf, M. (2017) Proust and the Squid: the story and science of the reading brain. Harper Perennial

BUY BOOK: Teaching Reading To All Learners Including Those With Complex Needs

This book provides professionals with the knowledge and confidence to develop reading for all learners. It integrates the latest ideas and research into a practical framework to create an inclusive reading curriculum and support learners across the whole education spectrum. Chapters include a mixture of research, strategies, and case study examples and, with stories, provide a versatile vehicle to build on vocabulary and expand our ability to think and learn. This book is essential reading for both new and experienced teachers and SENCOs looking to develop an inclusive reading curriculum and culture which will positively impact on the outcomes of all young people.

Dr Sarah Moseley has over 25 years of knowledge and experience gained from working within special and mainstream education, from teaching assistant to headteacher. Sarah runs an independent educational consultancy service based on the principles of think, feel, inspire, and connect, creating the change needed to make a difference in the outcomes for all learners. Sarah has a master's degree and PhD in Special Education, focusing on the teaching of reading for pupils with SEND and the implications for inclusion. Sarah currently provides training, advice, consultancy and support for professionals and families focusing on supporting children and young people with SEND.

Sarah regularly writes articles for publications, and her book on teaching reading to learners with SEND/ complex needs for Routledge Education is due to be published in March.

Sarah is passionate about inclusion. She aims to bridge the gap between theory and learning and create a culture where high expectations thrive.