Indeed you can do that by employ such principles that drive from neuroscience such as challenging of students abilities, and providing safe environment for children.

Nowadays teaching becomes difficult because the students are not teachers dependent and they are taken care off. Therefore, the job of a teacher is care their emotional aspect also. 

Emotional education...never possible to give but emotional education is earned not taught

There is a large body of literature on social and emotional learning that includes the topic of how emotional regulation is taught in schools. See for example: Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions, Child Development, Vol. 82(1), 405–432.

Dear Juan

Emotional education of children in schools happens regardless of what educators do. The issue is to seek to gently shape emotional development towards pro-social feelings. For example, praising a child who shares her favorite toy with another child is illustrative of the point. I think too that teachers should appreciate, as indeed many surely do, that classroom activities are not or should not be only based on cognitive challenges. The acquisition of compassionate behaviors - arguably felt rather than instructed - are crucial too. Best wishes Paul

All human beings are born with the gift of our mind ,& brain .They are born equal but with different temperament ,& certain human beings in their conscious mind have a reflection of more of 5 elements which we all have.

But certain human beings while carry out their only activities & action of their life line ,they value the basic end of their arrival on this earth .Such human beings are temperamental ,emotion ,sentiments sensitive, & they carry wisdom of their life in the said spirit of life line.

When the question of emotional education in classroom is posed ,psychic tech ,knowledge ,experience ,with the experiment play an very important part .

If we have establish the said line of action emotional education in the classroom can work efficiently & effectively with the desired result with all the requisite ,satisfaction for the students.

This personal opinion 

Thank you, Mohammed, Elango, Renzo, Vedvyas, Jennifer, Paul, Rohit. Your thoughts are very valuable. It is true. Emotional education occurs at all times, even without a specific program. The words and actions of teachers show and provoke emotions. My doubts come when I observe the behavior of many children and adolescents in classrooms and the reaction of teachers, more concerned at that moment to advance the curriculum that by the emotional problems of students. 

Thank you, Jennifer, for the reference of the paper. I will read it.

emotion is primarily an attribute that connects a student with another entity (can be a teacher or a friend as the case may be), these are  feelings, that are natural. its god gifted, and no education is necessary to understand such feelings, it reflects on one's persona. The feelings are expressed through our senses live as behaviors and  we are expected to understand and respond - this can be by a simple gesture or by paying subtle attention and effectively communicating and resolving his or her issue immediately and live, and if not possible just recognize and return back the gesture, and meet another time personally - this is a process that evolves and develops over time - sometimes things are spontaneous as well, for example falling in love - as an extreme case..

I think that one of the challenges with emotional learning and young children is that there must be a common, explicitly stated aim that parents and teachers consent to. We are talking about values - moral,  religious etc.

Values education is more sensitive than, if a may call it so, factual knowledge (e.g. multiplication in maths). For all that, I think it is possible to find a baseline upon which general agreement can be reached. This imagined consensus would include: kindness; protectiveness; respect; fairness; and the rejection of all negative "isms", such as racism , sexism and so forth. Best wishes Paul

Completely agree, Paul. That would be a good program. And all teachers should assume it. Best wishes.

Thanks for your information, Harshvardhan.

I admit I have a problem with the promotion of emotional education programs. And it is the kind of pictures that are used. Smiling young people, happy, healthy, safe... Aren't those children and teens with whom I interact. I see around me emotionally wounded children and teens, aggressive, unable to speak, confused, insecure, furious, vulnerable... And those kids need time to sort their world, to be hopeful, to understand themselves... But at the same time it is demanding them to learn syntax, equations and geography. Is it possible to do everything in a classroom? That is my doubt.

NO we cannot do everything in a   classroom But if teachers have tools  such as : ACTIVE LISTENING,  work toward WIN )Win solutions , when there are conflicts,   tools for  remembering to provide frequent positive specific tiny encouraging reinforcements,    using reassuring tones and voices that accentuate the teacher's gladness that THIS child is in his or her classroom,  AND also the teacher has studied child development norms and realizes that some children are lagging and some in advance in emotional as well as intellectual learning - , then yes, a teacher can enhance emotional  well being in a classroom . A child needs to feel  that   the   teacher   is FOR him or her and that is a real challenge for some adults!. It helps when  the  teacher examines some of the baggage from  the adult's own  past that makes some children seem particularly irksome rather than a challenge to  use  all  professional therapeutic ic skills to help that child blossom .

Thanks for your answer, Alice. I fully agree with your thought. It is a good programme for school.

For me, Renzo, to alter it.