This paper discusses the role of emotional intelligence in determining academic and social outcomes in adolescents. The significance of EI in predicting academic performance and social relations is underlined, and this study will explore the definition, development, and assessment of EI, together with the theoretical frameworks underpinning EI research, especially the model by Salovey and Mayer. This paper critiques different EI assessment methodologies, such as self-report and performance-based measures, based on their respective advantages and disadvantages. The study takes a further look into the relationship of EI with academic outcomes and social outcomes, including mental health and peer relationships. This paper also argues for how EI contributes to resilience and adaptive coping strategies, together with any benefits which might be garnered through incorporating EI training within an educational and community setting. Emerging trends, such as the application of virtual reality and artificial intelligence in EI development, are also presented. The conclusion emphasizes the need for embedding EI interventions in wider social-emotional learning programs and calls for further research that considers context and culture, with collaboration between researchers and practitioners.

Keywords: Emotional intelligence, Academic outcomes, Social outcomes, Adolescents, Self-report measures, Performance-based measures, Resilience, Mental health, Adaptive coping strategies, Virtual reality, Artificial intelligence.