Recent pressure from the federal No Child Left Behind Act has left schools and districts scrambling to find ways to help all their students achieve academic proficiency in math and reading, both of which are cognitive or left-brain skills. While this is a valiant goal, the Act neglects to stress the importance of promoting the social and emotional outcomes, which are right-brain skills. Further, the Act does not address the fact that social and emotional skills are the most sought after skills that employers in today's global economy are seeking in their employees.

This qualitative case study examined one elementary school's efforts at school reform through their use of emotional intelligence initiatives. Reasons for reforming, the selection process, the implementation, the impact and the sustenance of these efforts have been highlighted.

Utilizing the case study approach, I collected data through interviews, observations, school documents and archival records. I studied the impact of the initiatives holistically from the perspectives of a wide range of participants and stakeholders directly involved with the school.

Based on the perspectives of the school's stakeholders, it appears the general consensus is that the emotional intelligence initiatives are making a difference. Efforts seem to have created a climate that is positive for all concerned. Students are thriving academically, staff love working at the school and parents/community members always feel welcome and valued.

With already overflowing plates, this study is a valuable tool for educators who are contemplating a similar initiative. All study participants feel that the time devoted to such initiatives is worthwhile, important and necessary. Although similar studies are needed, approaches to school reform that incorporate the teaching of social and emotional skills just may be the reform strategy that educators and policymakers are seeking. As a result of this and similar studies, a case may be developed that supports a change in policy to include a need to teach, reinforce and measure emotional intelligence to enhance the potential for all children to become successful, well-rounded and contributing members of society.