Social and Emotional Education. An International Analysis. 2015


In 2007 the Botín Foundation began this line of research with the aim of analysing, in collaboration with renowned experts, the state of social and emotional education in various countries. The results of this research, which analysed 21 countries in the subsequent years, have been made known via the dissemination of meaningful educational experiences which took place in these countries, published in various reports in 2008, 2011, 2013 and 2015 (click here to view them). This research contributes knowledge, know-how and innovative propositions for tackling the challenge that we never lose sight of: improving educational quality and wellbeing in childhood and adolescence through the holistic development of individuals.


In these reports you can also consult the latest research associated with the impact of social and emotional education, in studies carried out in the global and European spheres as well as at the local level, thanks to the results obtained from the educational programme implemented by the Botín Foundation in Cantabria.

Finally, the 2015 report presents the process that was carried out to create two tools designed by the Botín Foundation to measure emotional intelligence in adolescents (TIEFBA) and in children (TIEFBI) (each of these must take you to the application’s website).

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Catalog results

Emotional and Social Education. An International Analysis. Fundación Botín Report 2015.

In 2015 the Botín Foundation published the most recent report in this series of studies. This report’s introduction begins with a quote by William Blake that speaks of the “doors of perception”, and reflects on the need to open new doors that not only give us access to increased knowledge but also open us up to a greater awareness, allowing us to perceive the full magnitude of the enormous possibilities that lie before each person, from childhood and with the aid of schooling.

This report includes chapters by experts from Denmark, Malta, Mexico, New Zealand and Switzerland, who offer examples of the educational systems in these countries and the innovative and dedicated way they have approached opening schools up to social and emotional education.

The final chapter of the report describes the creation of the first instruments for measuring emotional intelligence in children and adolescents, which were designed by the Botín Foundation in collaboration with the University of Malaga and are called TIEFBI (Test de Inteligencia Emocional de la Fundación Botín para la Infancia, or “Emotional Intelligence Evaluation Test for Children”) and TIEFBA (Test de Inteligencia Emocional de la Fundación Botín para la Adolescencia, or “Emotional Intelligence Evaluation Test for Adolescents”).

Research's Responsables

Christopher Clouder

Christopher Clouder FRSA is a freelance speaker, writer and consultant on questions of childhood, innovation in education, cultural evolution and creativity. He was the founding director of the Botin Platform for Innovation in Education and has led international research into Social Emotional Education and Creativity and the Arts. He is a co-founder of the Alliance for Childhood, a member of the Learning for Well-being Community and the International Forum for Steiner Education. From 1991 to 2012 he was the founding CEO of the European Council for Steiner Waldorf Education.

Claes Solborg Pedersen

As an educational psychologist and family therapist I presently work as a supervisor for various schools and a kindergarten , including two special institutions for children with psycho-social problems. In addition I offer counselling and therapy to couples and families. As always my work focuses on relational competence, and the parents´ and educators´ responsibility for the relations; emotional and social education must precede academic learning and its  predominant emphasis on competitive result-orientation.  In order to create robust individuals education must aim at creating internalized structures in each individual and not rely solely on external demands.

Carmel Cefai

Professor Carmel Cefai, Phd (Lond), FBPS, is the Director of the Centre for Resilience and Socio-Emotional Health at the University of Malta.  He is Joint Honorary Chair of the European Network for Social and Emotional Competence and joint founding editor of the International Journal of Emotional Education. His research interests are focused on how to create healthy spaces which promote the resilience, wellbeing and psychological wellbeing of children and young people. He has led various research projects in mental health in schools, risk and resilience in children and young people, children’s wellbeing, and the development of a resilience curriculum for early years and primary schools in Europe. Recent publications include RESCUR Surfing the Waves, A Resilience Curriculum for Early Years and Primary Schools (2015) published in 7 languages and Social and Emotional Education Primary School. Integrating Theory and Research into Practice (Springer Publications USA, 2014).

Claudia Madrazo

Claudia Madrazo is founder and member of several educational, artistic, ecological and community development associations, both in Mexico and around the world.

In 1992, Ms. Madrazo founded La Vaca Independiente, a social enterprise focused on the principle of integrating art into daily life. She created “dia”, Development of Intelligence through Art, a method that has successfully trained more than 50,000 teachers as pedagogic mediators and learning facilitators.

In 2012, she founded Transformation through Art and Education, a non-for-profit organization with the vision to expand the boundaries of art.

She is also committed to and engaged in conservation and sustainability initiatives and sits on the boards of The Nature Conservancy, the Cornell Laboratory of Ornithology, and the National Geographical Society’s International Council of Advisors.

She has a degree in Communications and Mass Media from Universidad Iberoamericana, Mexico City, and a Master in Museums Studies from Essex University in the U.K. She is the author of nine books as well as numerous essays and articles.

Neil Boland

Neil Boland. Neil originally trained as a musician and has a life-long interest in the arts in education, especially with primary-aged children. He has taught from early childhood to post-graduate level in a range of cultural and educational settings. His current research projects look at music education in early childhood, Steiner Waldorf education, and education for social justice. Since the 1990s, he has been active in teacher education on five continents. He lives and works in Auckland, New Zealand where he is senior lecturer in education at AUT University.

Davide Antognazza

Davide Antognazza, pedagogist, Ed.M., lecturer and researcher at University of Applied Science and Arts of Southern Switzerland, Department of Education and Learning. Educator and educational program coordinator, Davide likes cooperating in international project, he designs education games and teaches social and emotional learning courses to under graduated and graduated students, future teachers and social workers.

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