Emotional education as a pillar of effective tutoring in higher secondary education

Abstract

This article calls for transformative tutoring practices in higher secondary education by advocating for emotional education as a foundational pillar for student development. It sheds light on the shortcomings of the current tutoring process at High School No. 32 of the UAGro in Iguala, Mexico, where limited student participation and emotional skill development are observed. Barriers identified include insufficient tutor training, cultural constraints, and resource scarcity. To address these challenges, the article proposes a doctoral research project by the lead author, advised by the co-author, aimed at designing and implementing effective, personalized, and continuous tutoring programs grounded in emotional education. Employing a mixed-methods approach with a stratified random sample, the study will: develop emotional education workshops based on established frameworks like social-emotional learning and resilience theories; evaluate the impact of these workshops on students' emotional well-being, interpersonal relationships, motivation, and academic performance; equip students with fundamental socioemotional skills for personal and professional success; foster more inclusive and supportive school environments. This research underscores the critical need for context-specific tutoring strategies tailored to students' unique needs. Its relevance is reinforced by the growing urgency of promoting emotional well-being as a cornerstone of educational achievement. The findings will offer practical insights for designing effective socioemotional tutoring programs in secondary schools, paving the way for a more holistic and successful learning experience for all students.