Effectiveness of a Structured School-Based Emotional Intelligence Intervention on Stress Reduction and Psychological Well-being Among Adolescents: A Randomized Controlled Pilot Study.

BACKGROUND

Adolescent stress and compromised psychological well-being are emerging public health concerns with long-term neurobehavioral implications. Emotional intelligence (EI)-based interventions have shown promise but remain underutilized in structured school settings in India.

AIM: To evaluate the effectiveness of a structured school-based EI program on stress reduction and psychological well-being among adolescents.

METHODS

A randomized controlled pilot study was conducted among 26 adolescents (13 experimental, 13 control) in a selected school in Coimbatore. Baseline and postintervention assessments were conducted using standardized tools: Students' Stress Rating Scale and Brief Psychological Well-being Scale. The intervention consisted of a structured EI training module delivered over multiple sessions. Statistical analysis included paired and unpaired t-tests and Chi-square tests.

RESULTS

Postintervention, the experimental group demonstrated a significant reduction in stress scores (t = 18.10, P < 0.05) and a significant improvement in psychological well-being (t = 21.42, P < 0.05) compared to controls. The intervention resulted in a 57% reduction in stress and a 44% improvement in well-being scores.

CONCLUSION

The school-based EI program was highly effective in improving psychological well-being and reducing stress among adolescents. Integration of EI training into school curricula is recommended as a preventive mental health strategy.