Emotional literacy. A strategy for inclusion and school permanence.

Abstract

The purpose of this paper is to show the emotional impact that the pandemic and post-pandemic period derived from COVID-19 had on university students. For this, a qualitative investigation with an interactive approach and exploratory level was carried out, and a semi-structured interview was applied to students of the Academic Unit of Sciences, Education and Humanities of the Autonomous University of Tamaulipas (UAT). Two variables were analyzed: emotional literacy and inclusion and permanence in school, whose results evidenced the presence of a set of positive and negative emotions that denoted the existence of institutional emotional illiteracy to address emotional problems in students; from there a set of recommendations were derived aimed at favoring their inclusion and permanence in school.