Emotional education as a prevention of disruptive disorder

Abstract

The study analyzed the impact of psycho-pedagogical interventions aimed at developing emotional and social competencies in students aged 11 to 13 from the "Carlos Julio Arosemena Tola" Basic Education School. The goal was to evaluate their effect on preventing disruptive behaviors. A mixed-methods approach was employed, combining quantitative and qualitative methodologies. Pre- and post-test surveys were administered to a sample of 50 middle school students. The pre-test results revealed that 70% of participants experienced difficulties managing emotions in stressful situations, 66% felt uncomfortable expressing their feelings, and 68% lacked autonomous skills for resolving interpersonal conflicts. After the intervention, significant improvements were observed: 58% in self-awareness indicators, 63% in emotional management, and 52% in social competencies. The findings demonstrate that systematically integrating emotional education into school curricula strengthens the socio-emotional skills necessary to prevent disruptive behaviors while simultaneously enhancing the educational climate and the psychosocial well-being of students. This research underscores the importance of implementing structured emotional education programs as a priority strategy in contemporary educational policies.