Beginning the next school year, Colombia will implement a subject dedicated to emotional education in all schools nationwide, both public and private.
This decision, announced by the Ministry of Education following a law passed by the Colombian Congress, aims to strengthen the general welfare of students, promote school coexistence and prevent problems such as bullying, anxiety or youth violence.
Emotional education will focus on developing skills such as recognizing and managing emotions, empathy, conflict resolution, and assertive communication.
According to authorities, this initiative responds to growing concerns about mental health in childhood and adolescence, especially following the prolonged effects of the pandemic.
Colombia will include emotional education as a mandatory subject in schools starting in 2026
The decision comes after several years of warnings from mental health experts, teachers, and parents, who have pointed out that academic overload, school bullying, social pressure, and intensive use of digital devices are affecting minors’ emotional development.
Recent studies indicate that at least one in every five Colombian students between the ages of 10 and 17 has experienced symptoms of anxiety or depression. In this context, the Colombian government seeks to intervene through the educational system with a long-term preventive and formative strategy.
“We are convinced that educating emotions is as important as teaching math or language,” stated sources from the Ministry of Education. “A student who knows how to recognize what they feel, who can communicate assertively, and who handles conflict peacefully is better prepared for life, for citizenship, and also for academic learning.”
The new law, which has already completed its course through Congress, aims to promote the management of emotions, empathy, conflict resolution, and the building of healthy relationships from within the classroom.
The goal is to equip children and adolescents with fundamental tools that allow them to face life’s challenges in a more resilient and conscious way, contributing to better mental health.
According to the approved text, this subject “will enable the enhancement of life skills and emotional competencies, as well as the prevention of risky behaviors and issues affecting the emotional well-being and integral development of children and adolescents in Colombia.”
Emotional education in Colombian schools: A curriculum adapted by educational stages
The emotional education subject will have a transversal approach adapted to each developmental stage. In preschool and elementary school, the focus will primarily be on recognizing basic emotions (joy, sadness, anger, fear, surprise), the verbal and physical expression of feelings, and empathy towards others. Through games, stories, artistic activities, and group dynamics, the aim is for children to identify what they feel and learn to regulate their reactions.
In secondary grades (middle/high school), the curriculum will include tools for managing stress, frustration, and anxiety; it will address topics such as respect for diversity, strengthening self-esteem, and managing interpersonal relationships. Content related to responsible decision-making, non-violent conflict resolution, and conscious use of social media will also be integrated.
Finally, in upper secondary education (grades 10 and 11), students will receive training in socio-emotional skills applied to contexts of leadership, democratic participation, career guidance, and prevention of psychoactive substance use, bullying, or sexual violence.
At this level, workshops on mental health, emotional support during grief or breakup processes, and strategies for building resilient life projects will be included.
Teacher training and institutional support
To implement this policy, the Ministry of Education will launch a national program for teacher training in socio-emotional competencies.
Additionally, support will be provided by school psychologists, counselors, and child development experts, who will assist schools in applying the curriculum. In the initial phase, the subject will be taught once a week, with the possibility of increasing its frequency depending on the grade level and contextual needs.
The government has emphasized that this measure will not replace ethics, religion, or coexistence classes, but will complement them from a more practical and emotional perspective. It also will not be graded with numerical scores, but will be assessed based on criteria of personal progress and active participation.
In this way, Colombia joins a global trend recognizing the importance of emotional skills in holistic development. Countries like Spain, Finland, Chile, and Mexico have already adopted similar initiatives with positive results.
In Colombia’s case, the challenge will be ensuring effective implementation that relies not just on good intentions, but on sustained resources, training, and commitment over time.