Emotional Skills Development: Insights from a School Transportation Perspective

This study examines the role of school bus experiences in fostering the development of emotional skills among pre-primary learners in Uganda. While school transportation is commonly regarded as a logistical necessity, this research repositions it as a socially rich and emotionally formative environment that plays a significant role in early childhood development. The study is grounded in Bronfenbrenner’s Ecological Systems Theory and Vygotsky’s Sociocultural Theory, both of which emphasise the impact of environmental and social interactions on child development. Using a qualitative approach, the research investigated the lived experiences of children during their daily school transit. Data was collected through semi-structured interviews with teachers and caregivers, focus group discussions with bus attendants and parents, and non-participant observations of children during their commute. The study examined how these interactions influence emotional intelligence, with a particular focus on self-regulation, empathy, patience, and social adaptability. Findings indicate that the school bus serves as an informal but powerful learning environment. Children frequently engage in peer interactions that support the development of emotional competencies. Activities such as sharing space, taking turns, resolving disputes, and expressing needs or emotions offer children daily opportunities to practice emotional regulation and develop empathy. The study also highlights how predictable routines and guidance from adults, such as bus attendants, enhance emotional learning experiences. The research concludes that school transport systems should be recognised and leveraged as valuable spaces for nurturing emotional competence in early learners. Integrating this perspective into early childhood development strategies can enhance emotional well-being and promote holistic development beyond traditional classroom settings.