Students from consanguineous families may face unique emotional, social and psychological challenges due to genetic risks and rigid family systems. This study examines the role of teachers in supporting these students’ emotional development. A cross-sectional survey research design was employed to collect data from 250 secondary school teachers in district Bahawalpur. A self- developed questionnaire was used to collect data from secondary school teachers. The questionnaire was categorized into three sections. The first section covered demographic information, the second section focused on the role of teachers in developing students' emotional intelligence and the third section explored specific approaches used by teachers to develop emotional intelligence. The results showed that teachers can play a key role in helping students to understand emotions, solve conflicts, and build empathy. This study also explored the influence of demographic factors like gender, school location, and teaching experience on the implementation of emotional intelligence strategies in the classroom. Findings revealed that female, urban, and experienced teachers employed EI strategies more frequently. However, some useful methods, such as involving parents and storytelling, were not widely practiced. The study highlights the need for more teachers training in EI, particularly for rural, male and newly appointed teachers. It also emphasizes the integration of culturally relevant methods and increasing parental involvement to create a more comprehensive support system for students from consanguineous families. Future studies should explore the impact of long-term strategies and the role of digital tools in fostering students’ emotional intelligence.
Ali et al. (Wed,) studied this question.