This year, Bolinas-Stinson School is rolling out a social and emotional learning curriculum, and last week, parents had an opportunity to learn methods and games that can boost a child’s awareness and overall happiness. “Take play seriously” was one directive from Roni Habib, the founder of EQ Schools, an emotional intelligence training organization that has been collaborating with the school. At one point during last week’s workshop, Mr. Habib invited parents to partner up and play a memory game; as the simple instructions became increasingly difficult, Mr. Habib instructed the pairs to cheer loudly. The school library quickly began bursting with laughter and applause as the duos foundered. “When you celebrate failure with your kids, especially in games, it translates to: I can have fun, I can be flawed and I’ll be accepted,” Mr. Habib said. Social-emotional learning curriculums encourage students, parents and teachers to work together to increase their self-awareness, self-management and active listening skills, social-awareness and cooperation. These skills can be useful when, for example, a teacher notices his or her class feeling depleted in energy and focus. “[It can be] as simple and significant as making eye contact,” Jason Richardson, the school’s principal, said. “It’s a unique approach we’re taking because we have to really walk the walk and encourage staff members to make personal connections with students.” Mr. Richardson said the adoption of the program is a result of a couple of years’ worth of research into a program that will continue to be useful in the long-term. EQ Schools was discovered by members of the site council, one of whose functions is to address the school’s “cultural climate.” Veena Saraswati, a parent of a fourth grader, was one of the council members who attended an EQ Schools conference last year and returned impressed with the program’s emphasis on working with teachers’ individual styles and needs. “EQ Schools looks at what’s going to work with the teachers, as opposed to shoving it down their throats,” she said. “Teachers can look at their kids after lunch and choose to implement a five-minute activity. It gives teachers the freedom of individuality, which is what I like about public schools.” Bob Demmerle, a school board trustee who has advocated for a social-emotional learning program since he helped monitor the school’s playground a few years ago, said the board will discuss including the curriculum in the school’s strategic plan. “My hope is that later this year or next year we will have made a huge leap,” he said.