The University of Kashmir, South Campus, organised a three-day workshop on “Social-Emotional Intelligence: Understanding Behaviour, Building Emotional Regulation and Promoting Adaptive Behaviour” from 16 to 19 October 2026. The workshop aimed to strengthen the capacity of educators to understand student behaviour, promote emotional well-being, facilitate early identification of behavioural and emotional difficulties, and ensure appropriate referral and support.
The programme brought together faculty members, experts and resource persons to deliberate on the importance of social-emotional intelligence in educational settings. Emphasising the theme “Empowered Teachers, Support Stronger Students, Build Healthier Communities,” the workshop highlighted the crucial role of educators in creating supportive, inclusive and emotionally healthy learning environments.
The inaugural session was held on 16 October 2026 and featured an introduction, Tilawat-e-Qur’an, the National Anthem, University Tarana, a felicitation ceremony and welcome address. The session also included an address by the guest of honour, a presidential address and a vote of thanks.
The technical sessions on Day One focused on student behaviour, adolescent development and emotional regulation. Resource persons discussed the role of psychiatric and educational perspectives in understanding adolescent behaviour and addressing students’ emotional and behavioural needs. A dedicated session also explored the emotionally intelligent educator, with particular emphasis on self-awareness, emotional regulation and professional response.
On Day Two, the workshop addressed recognising and responding to substance use and addiction among students. Another session focused on moving from maladaptive to adaptive behaviour through positive behaviour support, highlighting practical approaches to identifying challenges and promoting constructive behavioural change.
The final day, held on 19 October 2026, focused on regulating student behaviour and de-escalating difficult interactions. Sessions also examined the early recognition of emotional, behavioural, academic and social well-being concerns. The programme further highlighted the importance of integrated case formulation, intervention and referral through a student support framework.
The workshop concluded with a valedictory session featuring feedback, certificate distribution and a vote of thanks, followed by the formal closing of the programme.
The three-day initiative underscored the importance of equipping teachers and educators with the knowledge and practical skills required to recognise students’ needs, respond sensitively to behavioural challenges and foster resilience. It reinforced the broader vision of investing in teacher well-being to build brighter futures for students.
