Management of emotions during teamwork in school contexts: systematic review.

Abstract

In the early years of schooling, children begin to discover how to live together, work in groups, and, especially, how to manage their emotions. In this context, emotional intelligence has become a key component in the classroom, as it strengthens empathy, respect, and cooperation among peers. This article arises from the need to identify the most effective educational strategies to support children in their process of self-awareness and emotional development, particularly in collaborative work situations. To this end, a systematic review of research published between 2020 and 2024 was conducted, following the guidelines of the PRISMA 2020 guide. Twenty-five studies from 12 countries were analyzed, focusing on primary education experiences that promote emotional skills in cooperative contexts. The review included empirical studies with diverse methodologies, whose quality was evaluated using tools such as STROBE, PEDro, and CASP. The most relevant findings indicate that methodologies such as cooperative learning, gamification, the use of biofeedback, peer tutoring, and musical activities have proven to be highly effective. These strategies not only contributed to improving students' emotional self-regulation but also to enhancing their academic performance. It is concluded that teaching children to manage their emotions not only promotes a more harmonious school environment but also enhances their learning. Therefore, it is recommended that teachers design educational programs that integrate more humane, inclusive, and enriching spaces.