EMOTIONAL INTELLIGENCE, LEARNING, AND COGNITION: ISSUES AROUND BLACK, ASIAN, AND ETHNIC MINORITY (BAME) LEARNERS IN LONDON

This study explores the intersection of emotional intelligence, learning, and cognition with a focus on Black, Asian, and Ethnic Minority (BAME) learners in London. It employs a qualitative research design by using data from secondary sources of research publications, journals, Articles, textbooks and official published reports from government and organization documentaries. It however revealed the unique challenges faced by these learners, examines the role of emotional intelligence in their educational experiences, and proposes strategies for educators and policymakers to support their academic and emotional development. The paper showed that the educational attainment disparity among BAME learners is attributable to issues arising from socio-economic status, cultural interpretations, language barriers, Social Discrimination, etc. It therefore advocated for self-awareness on the part of learners, developing social skills and self-regulation. While on the part of other school partners, inclusive curriculum, cultural responsive teaching, promoting mental health wellbeing, building strong home school partnership and supporting cultural based language development is advocated. The paper concluded that addressing the unique challenges faced by these learners and implementing strategies that promotes emotional intelligence and inclusive education, schools can create a more equitable and supportive learning environment and therefore increase the level of educational attainment for this categories of learners.