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Abstract
Emotional skills are now widely recognized to be essential skills for young people to survive and thrive across all aspects of their lives. Teens become able to develop powerful new skills for understanding and managing their emotions. They also are able to learn skills for using the valuable functions of emotions. But this learning isn’t automatic; it depends on experience. In this commentary, we highlight key elements of youth programs that make them important contexts for youth’s active engagement in emotional learning. We present examples from research on how program staff facilitate youth development of skills to manage and use emotions. We conclude with suggestions on practices and policies that support emotional learning.
Highlights
Adults often view teenagers as “emotional”—as subject to powerful biological drives and states beyond their control
What is often overlooked is that adolescence is an important period for emotional learning (National Academies of Science, Engineering, and Medicine, 2019)
Emotional learning is integral to the development of other 21st century skills, such as problem solving and teamwork
Summary
Adults often view teenagers as “emotional”—as subject to powerful biological drives and states beyond their control. Authentic youth-driven activities, collaborative projects, and supportive relationships with peers and staff all make programs rich contexts for emotional learning. In many programs for teens, the main activity is work on projects (e.g., creating a film, producing a play, or organizing a community event); and the emotions youth experience as they collaborate on these projects provide rich opportunities for experiential learning about emotions.
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