EMOTIONAL LITERACY: A BRIDGE BETWEEN SCHOOL CURRICULUM AND THE PROMOTION OF MENTAL HEALTH

Abstract

This article examines emotional literacy as a strategic approach to integrating school curricula and the promotion of mental health, positioning it as a central component of students’ holistic development. Conducted as a bibliographic study with a qualitative perspective, the research explored contributions from education, psychology, and public health, aiming to establish theoretical connections that highlight the relevance of emotions in the educational process. The findings demonstrate that emotional literacy practices enhance socio-affective competencies, foster ethical coexistence, and prevent mental health disorders in children and adolescents. The analysis also revealed structural barriers, such as insufficient teacher training, precarious school infrastructure, and the lack of consistent public policies. It is concluded that embedding emotional literacy into the curriculum represents an urgent and viable path to reframe educational practices, transforming schools into spaces of humanization, collective care, and social emancipation.