Embedding emotional intelligence in early childhood education: A workforce wellbeing imperative

Emotional intelligence is increasingly recognised as a foundational skill in early childhood education and care (ECEC) environments. More than a personal attribute, emotional intelligence directly influences how educators connect with children, engage with families, collaborate with colleagues, and respond to the complex emotional demands of the profession. As the ECEC workforce continues to face increasing expectations, resourcing pressures and emotional load, embedding emotional intelligence into everyday practice has never been more important.

Emotional intelligence encompasses self-awareness, self-regulation, motivation, empathy and social skills. These capacities support educators to respond sensitively and appropriately to the children in their care, manage stress effectively, and contribute to a positive, professional team culture. In environments that are emotionally intelligent, children experience more secure relationships, families feel more confident in the quality of care, and educators report higher job satisfaction and lower levels of burnout.

From a quality and compliance perspective, emotional intelligence supports multiple elements of the National Quality Standard (NQS). Quality Area 5 emphasises respectful and responsive relationships with children; Quality Area 4 speaks to professional collaboration; and Quality Area 7 highlights the importance of effective leadership. In each of these domains, emotionally intelligent practice enables more meaningful engagement, ethical decision-making and stronger team cohesion.

While emotional intelligence can be developed through training and reflective practice, embedding it into day-to-day operations requires intentionality and consistency. Leaders can model emotional intelligence through the ways they give feedback, navigate conflict, and recognise the emotional demands placed on educators. Teams can build collective emotional intelligence through shared reflection, professional learning and wellbeing practices that are embedded in staff routines.

Practical strategies might include:

• Establishing regular reflective discussions that explore the emotional aspects of the work
• Using emotion coaching to guide children’s behaviour and support their emotional development
• Prioritising mental health supports for educators, including access to supervision or debriefing
• Embedding empathy and emotional vocabulary into interactions with children and families

Executive leaders and approved providers also play a critical role. When emotional intelligence is modelled at the highest levels of leadership, it sends a clear message that wellbeing, empathy and ethical decision-making are valued. Strategic decisions that consider emotional and relational impacts, transparent communication, and emotionally attuned leadership all contribute to a culture where emotional intelligence thrives at every level.

Amid workforce shortages and high attrition, emotional intelligence offers a protective factor that can buffer stress and support retention. Educators with strong emotional intelligence are more likely to feel competent in managing challenging behaviours, navigating workplace dynamics, and maintaining personal wellbeing. Embedding these capacities into service culture contributes to psychologically safe workplaces and more resilient teams.

As the ECEC sector continues to adapt to reform and change, strengthening emotional intelligence is not a luxury, but a leadership imperative. Building emotionally intelligent workplaces supports not only individual educators, but also the long-term sustainability of the profession. Investing in this area reflects a commitment to quality, professionalism and the wellbeing of the workforce that underpins everything else in early learning.