For me, wellness is the foundation of education. At the beginning of each year, I share a core belief with parents: my starting point is the happy adolescent. By “happiness,” I am not referring to a state of constant bliss, but rather a form of stability and curiosity—the opposite of turmoil, fear, stress, and anxiety. I believe that with a stable ground of wellbeing, wholesome growth flows naturally.

Montessori explains that adolescence involves a significant amount of doubt, hesitation, violent emotions, discouragement, and an unexpected decrease in intellectual capacity (Montessori, 1973).

During this vulnerable phase, the World Health Organization (WHO, 2023) states that one in seven adolescents suffers from mental health problems and that suicide is the fourth leading cause of death in this age group.

This stark reality compels us to look more deeply into the “Work of the Heart.”

Defining Emotional Intelligence

Emotional Intelligence (EI) is the extent to which an individual adequately responds to affective information (Mayer, Caruso, & Salovey, 2000). Research indicates that higher degrees of EI contribute directly to academic achievement (Goleman, 2006). Furthermore, significant research shows a positive relationship between EI and psychological adjustment, social functioning, quality of interpersonal relationships, wellbeing, and health indicators (Lopez & Extremera, 2017).

Shining a light on the inner world of the adolescent allows us, as educators, to remember what education really boils down to. Montessori defined education as an “aid to life.” (1973) While broad, this definition widens our understanding of the environment we must provide. We must consider the world these young people are entering and identify the essential skills needed to navigate these tumultuous times. Let’s face it: life is uncertain.

Interdependencies and complex networks are difficult to grasp. One dimension of supporting adolescents is sharpening the intellect—the “work of the head”—through mathematical thinking, cultural understanding, and scientific observation. However, in this article, I am focusing on the “work of the heart”: its definition, its power, and its practice in the Montessori adolescent environment.

The Power of Exemplification

“Work of the heart” refers to nurturing self-awareness, self-regulation, motivation, empathy, and social skills (Adolescent Mental Health, 2025). It means recognizing, understanding, and taking responsibility for one’s emotions.

As a teacher, I find it vital to demonstrate that I haven’t “figured it all out.”

I share my own struggles with stress or my lack of patience when I am unwell. This allows us to connect through our common humanity—our shared feelings and needs. In my opinion, this is the first thing to embody. Research suggests that when teachers display moral behaviors, students are encouraged to follow (Sanderse, 2023). When adolescents see moral qualities and emotional regulation as attainable traits in the adults around them, they are more likely to strive for them themselves.

Explicit Practice: The Direct Path

Because EI is often qualified as an ability rather than an innate trait (Lopes, 2016; Mayer et al., 2008, as cited in Lopez & Extremera, 2017), it must be practiced. In our environment, this happens on two levels: explicitly and implicitly.

Explicit nourishment occurs through formal sessions and techniques. Mindfulness practices, for example, have proven highly beneficial (Roeser et al., 2012; Jennings & Sharp, 2015). In our community, we start the day with practices like:

  • Focused breathing for attention.

  • Gratitude practices and self-compassion meditation.

  • Journaling, which acts as a “mirror” for the inner world, allowing students to examine their thoughts from a distance (Thorn & Rose, 2025).

We train in one practice for a week before moving to another, eventually revisiting them. These reflections open a dialogue and reinforce our common humanity. We also introduce intention, helping students move away from “auto-pilot” and decide what they want to nurture in their day.

Through our written journal conversations, I gain insight into their journeys. It takes patience for students to open up, but the connection is worth the wait.

Implicit Nourishment: Action and Agency

While we can nourish wellbeing directly, we must also do so indirectly. Research indicates that moral education is always happening in the classroom, whether the teacher is aware of it or not (Sanderse, 2023).

Most of our day is spent in action—building community, purpose, and agency.

Community: This is built simply through acts like cooking together. When students define menus and prepare food with care, the act of eating together around a table of home-cooked food carries a special power of connection.

Purpose: This can be abstract for an adolescent. In the Montessori view, we want students to find an inner drive, not just comply with instructions. We must give them the time to search and explore what truly “makes them tick.” As adults, we often view life through a productive lens, but every time we “rescue” a student from boredom or the discomfort of not knowing, we remove a chance for them to find their own inspiration.

Agency: We empower students by allowing them to directly influence their environment—whether through construction or organizing events. These opportunities confront them with reality, responsibility, and consequences. The more an adolescent experiences these moments of genuine influence, the more empowered they feel, nourishing a lifelong desire to contribute to the world.

Conclusion

Setting up an environment with the intention to welcome the inner world of the adolescent is what they truly deserve. Let’s continue to explore and experiment alongside them, ensuring they grow into strong, happy, and healthy individuals.

Yours in exploration,

Lola

References and More Reading

Adolescent Mental Health. (2025, September 20). Emotional intelligence in adolescence. Adolescent Mental Health Blog. https://adolescentmentalhealth.com/blog/emotional-intelligence-in-adolescence/

Montessori, M. (1973). From childhood to adolescence (A. M. Joosten, Trans.). Schocken Books. (Original work published 1948)

Mayer, J. D., Caruso, D. R., & Salovey, P. (2000). Selecting a measure of emotional intelligence: The case for ability scales. In R. Bar-On, & J. D. Parker (Eds.), The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace (pp. 320–342). San Francisco, CA: Jossey- 129 Bass.

Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121–130. https://doi.org/10.1016/j.ijer.2017.07.006

Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness Training and Teachers’ Professional Development: An Emerging Area of Research and Practice. Child Development Perspectives, 6(2), 167–173. https://doi.org/10.1111/j.1750-8606.2012.00238.x

Sharp, J. E., & Jennings, P. A. (2015). Strengthening Teacher Presence Through Mindfulness: What Educators Say About the Cultivating Awareness and Resilience in Education (CARE) Program. Mindfulness, 7(1), 209–218. https://doi.org/10.1007/s12671-015-0474-8

Thorn & Rose Counseling. (2025, January 17). How journal prompts can enhance self-awareness and emotional regulation. Thorn & Rose. https://www.thornandrosecounseling.com/how-journal-prompts-can-enhance-self-awareness-and-emotional-regulation/

Wouter Sanderse. (2023). Adolescents’ moral self-cultivation through emulation: Implications for modeling in moral education. Journal of Moral Education, 1–18. https://doi.org/10.1080/03057240.2023.2236314 ‌‌ World Health Organization. (2023, November 17). Mental health of adolescents. https://www.who.int/news-room/factsheets/detail/adolescent-mental-health‌