Emotional Intelligence in Atypical Populations: Research and School-Based Interventions

  • Janine MontgomeryEmail author
  • Adam McCrimmon
  • Emma Climie
  • Michelle Ward
Part of the The Springer Series on Human Exceptionality book series (SSHE)


Current educational trends reflect an increased focus on developing social and emotional competencies of school children as a means of reducing underachievement and school violence and promoting positive development and well-being. Atypically developing children—those with a diagnosed mental health condition, intellectual exceptionality, or history of maltreatment—are at an increased risk for experiencing academic, social, and/or emotional difficulties. Further, the challenges associated with atypical development may impede the acquisition and/or application of core socioemotional skills. In this chapter, we provide an overview of the current research on emotional intelligence (EI) and social-emotional learning (SEL) with an explicit focus on students’ mental health. After briefly outlining the concepts of SEL and EI, we review relevant research with several atypical populations, including children with Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder, intellectual giftedness and disability, history of maltreatment, or behavioral and social-emotional difficulties. Descriptions of selected SEL and mindfulness-based school programs that target socioemotional competencies of both children and teachers are presented, followed by a discussion of their utility and challenges in addressing the needs of both typical and atypical learners.


Emotional intelligence Mental health Atypical development School programs Social-emotional learning Mindfulness Students with exceptionalities 


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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Janine Montgomery
    • 1
    Email author
  • Adam McCrimmon
    • 2
  • Emma Climie
    • 2
  • Michelle Ward
    • 1
  1. 1.Department of PsychologyUniversity of ManitobaWinnipegCanada
  2. 2.Werklund School of Education, University of CalgaryCalgaryCanada

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