While there is the possibility of overlap between student and professional affect, the terms are rarely used interchangeably by educational professionals, with student affect being reserved primarily for use to describe developmental activities present in a school which are not presented by the teacher.
[2] In order for such curriculum to be implemented, it is essential that educators be aware of the importance emotional literacy.
This shows how incorporating emotional literacy into a child's education is a school-wide collaborative effort.
The authors critique the paradigmatic structure of learning as a concept that struggles to account for the affective aspects of both becoming a teacher and attempting to enact social justice through pedagogy.
Criticisms of emotional literacy in curriculum revolves around the idea that it although well intended, it is designed to disempower students.