In today’s educational landscape, emotional intelligence (EI) is emerging as a critical part of the learning experience, especially for students with special needs. But what does it look like in practice – and how can educators create environments where these students can thrive both academically and emotionally? In a fourth deeply insightful interview between Mina Roustayi and special needs educator Fabio Botarelli, we delve into why EI matters, how it can be fostered in the classroom, and practical strategies for making school a safe, creative, and nurturing place for every learner.
Reframing the Language: “Special Needs” vs. “Disabilities”
The conversation opens with a discussion about terminology, highlighting how the words we choose can shape student self-image. Fabio Botarelli prefers “special needs” because it focuses on what students require to succeed, rather than what they lack. He likens it to preparing for a journey: you just need the right “provisions” to be at your best, which makes the concept less daunting and more empowering for students.
Why Emotional Intelligence Matters
For Fabio Botarelli, emotional intelligence isn’t just a nice-to-have – it’s a necessity. Most students aren’t taught how to process or express emotions, which can result in shame, repression, or denial. EI gives students healthy outlets for their feelings and helps them learn that emotions are a natural part of life, not something to hide or be ashamed of.
He explains that expressing disappointment, for instance, doesn’t have to mean acting out. It can simply be a student saying, “I’m just not in a good mood right now.” Such honesty not only normalizes emotion in the classroom but also helps teachers support students more effectively.
The Impact of Unprocessed Emotions
Unaddressed emotions can manifest in various negative habits or coping mechanisms, such as emotional eating. Fabio Botarelli shares his own story of struggling with sugary snacks as a way to cope with unaddressed feelings – a trap many students, especially those with special needs, fall into. Raising awareness around these patterns and addressing them at their root is a vital part of any curriculum designed for this population.
Educational Trauma and Adaptive Behaviors
Many students with special needs, Botarelli notes, experience educational trauma – feeling “not good enough” for mainstream classrooms and internalizing rejection. This can lead to one of two common adaptive behaviors: acting out or shutting down. These responses are rarely conscious or voluntary, especially in younger students, but rather coping mechanisms formed in response to classroom environments that don’t feel psychologically safe.
Creating Safety and Encouraging Creativity
A recurring theme in the interview is the importance of making school a “safe and approachable” place – one that resembles the comfort students find in their dream or fantasy worlds. Fabio Botarelli encourages educators to tap into students’ creative imaginations as a bridge to learning. Whether through storytelling in chess or inviting students to write about their own “dream worlds,” creativity can be a powerful tool for engagement.
Practical Tips for Teachers
So how can general education teachers bring these insights into mainstream classrooms?
Make lessons creative: Even routine subjects can be taught with a creative twist, making learning memorable and enjoyable, which reduces repetition and stress.
Prioritize emotional safety: Recognize that emotional security is as essential as intellectual challenge. Approaches like one-on-one support, empathetic questioning, and peer listening circles help students feel seen and valued.
Normalize expressing emotion: Encourage students to acknowledge their feelings without judgment. This helps eliminate shame and supports better self regulation and community connection.
Address transitions thoughtfully: Students often tune out during transitions from a preferred activity to a required task. Botarelli recommends adding creativity and empathy to these moments, so students stay engaged and supported.
Building an Emotional Intelligence Curriculum
Fabio Botarelli dreams of a future where emotional intelligence is a required – not elective – part of education. He suggests a curriculum that includes:
Dealing with loss: From losing a game to grieving a loved one, students need skills to process life’s disappointments.
Self-advocacy without anger: Teaching students to assert themselves constructively is a lifelong skill.
Community connection: Activities that invite students to listen to and humanize one another can combat bullying and promote a sense of belonging.
Importantly, he believes these lessons should be woven into academic classes, not farmed out to social workers, so students see that EI is central to being a learner, not a side issue or a marker of “having a problem.”
Involving Parents and the Wider Community
Since many students’ struggles stem from home, Botarelli suggests that bringing parents into the learning process – inviting them to class summaries or workshops – can spark reflection and healing beyond the classroom.
Conclusion: Reimagining What Learning Can Be
As Mina Roustayi and Fabio Botarelli conclude, learning is an intimate, creative act – a core part of self-discovery. When we recognize the emotional lives of students as central to their learning, we unleash their full potential and engage their hearts and minds.
If you’re passionate about building a truly supportive classroom for all learners, integrate emotional intelligence into your practice – the difference it makes could be profound.