Tag: Emotional Intelligence

Helping Teens Breathe: Supporting Adolescent Mental and Emotional Well-Being

Posted on by Ahmad Amirali

I often find myself pausing at the school gates, watching groups of teenagers walk in, some laughing, some silent, some with headphones plugged in, all carrying invisible loads on their shoulders. As an educator and parent, I can’t help but wonder: What kind of world are they growing up in?

It’s a world that expects them to excel, to fit in, to stand out, and to do all of that gracefully, all before they even understand who they truly are.

In writing this reflection, I wanted to look beyond test scores and report cards, and into the hearts of adolescents navigating their mental and emotional worlds. Whether in the busy school corridors of Karachi or the diverse classrooms of London, many young people share the same quiet struggle balancing their dreams with the weight of expectations.

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The Power of Deep Curiosity: Why We Fear Asking Questions

Posted on by Ahmad Amirali

Questions are the fuel for learning, so why do we sometimes fear asking them?

Last week, during a class discussion on the history of pandemics, a parent joined my session to observe her child’s learning. I often welcome parents to sit in and experience how their children engage in inquiry and discussion.

After the discussion, one of my students raised his hand and asked, “Sir, in medieval times, people did cover their faces, so what made the virus spread so fast?” For many, this might have seemed like an “obvious” question. We had already discussed this point earlier in class, using COVID-19’s rapid spread in 2020 as a reference. But instead of focusing on the content, what caught my attention was the parents’ reaction, a subtle, sarcastic smile that everyone noticed, including the student who had asked.

I didn’t respond right away. Instead, I encouraged the class to answer collaboratively, allowing them to revisit their understanding and refine their explanations. Later, as the class ended, the parent thanked me for letting her observe the session. Before she left, I gently asked about her smile. She said, rather comfortably, that she thought the question had already been discussed and felt the student must not have been paying attention, in short, that it was a “stupid” question.

Her response made me pause. Was the student inattentive, or was he genuinely curious to make sense of something in his own way? Was his question really “stupid,” or was it simply a reflection of how he processes understanding? And more importantly, what message would I send if I dismissed such a question as unnecessary or foolish?

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Why Gandalf Chose Frodo and What It Teaches Us About Growing Up

Posted on by Ahmad Amirali

“Even the smallest person can change the course of the future.” — J.R.R. Tolkien

The first time I watched The Lord of the Rings: The Fellowship of the Ring, I was just a teenager. I enjoyed the battles, the adventure, and the mysterious beauty of Middle-earth. But when I revisited the movie years later, one scene hit differently when Gandalf tells Frodo that he must take the Ring to Mordor.

Back then, I didn’t think much about it. But now, that moment feels deeply human. Gandalf, one of the wisest beings in Middle-earth, chooses a small, humble hobbit for the world’s most dangerous task. Why Frodo? Why not someone stronger or smarter?

The more I thought about it, the more I realised Frodo’s journey is not just about fantasy. It’s about what every young person faces growing up: responsibility, fear, identity, and the courage to keep moving forward even when the weight feels too heavy.

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Why Is Teaching Empathy Essential in Our Classrooms?

Posted on by Ahmad Amirali

How does teaching compassion to students equip them to tackle future challenges and adapt to new situations?

As educators, we often observe diverse forms of student behaviour within the classroom. One particularly noteworthy behaviour is when students support each other. For instance, when I asked a student, “Why are you not participating in class today? What is troubling you?” another student responded on her behalf, “Sir, she is not feeling well.” This spontaneous awareness of a peer’s emotional state exemplifies what is commonly referred to as empathy—the capacity to understand and share the feelings of others. However, the question arises: how can one truly comprehend another’s feelings? Is empathy an innate trait for some, or is it a skill that can and should be cultivated within the classroom?

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Self-Disgust And Borderline Personality Disorder Among Teens

Posted on by Ahmad Amirali

New Research Highlights Self-Dissatisfaction in Adolescents as A Possible Precursor To BPD

Recently, I had a conversation with a former student who is now in her second year of medical school. She shared her career goals, which seemed promising, but then her mood shifted. She expressed ongoing dissatisfaction with her life and self, saying things like, “I don’t like how I am or how my life is going… It’s not what I expect… nobody understands me… I messed up my life… in fact, I have no life.” I listened patiently and tried to calm her as she opened up. This encounter left me reflecting on why self-dissatisfaction develops and how it affects lives.

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