Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).

Project Description


Research indicates that Emotional Intelligence (EI) skills play a central role in children’s academic, personal, and social lives above and beyond the effects of personality and general intelligence and experts in the education field claim that empathy and emotional intelligence can improve our society, also representing a strategy to promote the development of each person's potential.


The POEMS project aims to:

  • Foster the development of students and teachers emotional intelligence as a key competence that can contribute to enhance inclusion at lower secondary school level.
  • Support teachers in creating an educational environment in which students can develop their emotional intelligence skills to consolidate their key competences
  • Improve student capacity to develop their personal and interpersonal key competences based on emotional intelligence

Target Groups

The target groups involved in the project are:

  • Teachers dealing with 11 – 15 years old students
  • 11 – 15 years old students

Activities and Results

The project will produce the following deliverables:

  • A complete Digital Training package making available a self-assessment tool and training materials to address teachers need to deepen their knowledge on the relevance of emotional intelligence and on the educational methods and tools necessary to foster emotional intelligence as a key competence at school.
  • A collection of Lesson Plans on how to make use of the innovative methodologies based on emotional intelligence to enhance personal and interpersonal key competences of the students, in order to impact on school communities in terms of solidarity and inclusion.
  • A Publication promoting awareness of the link between mastering emotional intelligence and enhancement of the inclusiveness of the learning environments.