Developing emotional intelligence in inclusive primary classrooms: a digital pilot intervention involving students with learning disabilities

The development of emotional intelligence in children with learning disabilities is a relatively under-researched area in both domestic and international literature, even as inclusive pedagogical approaches increasingly emphasise the role of emotional engagement and self-regulated learning in academic success. The aim of our study was to examine the extent to which a digital emotional intelligence development programme tailored to the processing characteristics of children with learning disabilities can support the development of emotional skills in an inclusive school environment. The pilot study of the ‘Colorful Steps’ programme was conducted in a quasi-experimental design involving a control group among Hungarian elementary school students (N = 39). During data collection, we administered an emotional intelligence test, an emotional vocabulary task, and a questionnaire assessing psychosocial functioning. Based on the results, the programme showed a positive effect primarily in the development of emotional vocabulary and in certain areas of social functioning. The results suggest that digital, interactive, and differentiated EQ-development programmes can support students’ emotional engagement and school adjustment. Our research may contribute to a better understanding of the relationship between inclusive pedagogical practice and digital social-emotional learning; however, due to the limitations of the pilot study, further research is needed to confirm the results.