In the integrative literature review presented here, we examined evidence-based and theory-based emotional intelligence (EI) interventions and strategies to protect and promote adolescent well-being in South African mainstream education. Promoting adolescent well-being has, however, become more complex in the digital age. Many South African adolescents face additional contextual hurdles associated with poverty. While EI interventions are associated with improved well-being, accessibility remains limited due to financial constraints, as these programmes do not form part of the mainstream curriculum in governmental schools. With this review we synthesised data from various studies, highlighting intervention content, educator roles, cultural and contextual influences, technological impacts, and positive outcomes on the well being of adolescents. The findings show the necessity for culturally responsive, technology-integrated, and educator-led EI interventions tailored to adolescents’ developmental needs and values. We advocate for a systemic, cross-sectoral “moonshot” approach to social-emotional programming, recognising EI as a foundational construct for adolescent resilience, academic success, and psychosocial well-being in rapidly evolving global contexts. Recommendations for future research include longitudinal studies to evaluate the sustained psychological, behavioural, and academic impacts of context-sensitive EI interventions within the South African educational environment.

https://doi.org/10.15700/saje.v46n2a2597

ORCiD iDs of authors:
Charlotte Cathlene Beaumont - https://orcid.org/0000-0003-1032-6293
Izanette van Schalkwyk - https://orcid.org/0000-0002-8662-0897