Abstract:

Education serves as a transformative force in shaping individual potential and social progress. This paper explores the intricate interconnections between family background, socio-economic status (SES), and emotional intelligence (EI) in influencing educational attainment among learners in India. Drawing upon both theoretical perspectives and empirical insights, the study examines how parental involvement, economic capital, and emotional competencies jointly determine academic success and social mobility. The findings highlight that while family and SES provide the structural foundation for access to quality education, emotional intelligence enhances adaptability, motivation, and resilience—critical for long-term learning outcomes. Correlation and regression analyses reveal significant interdependencies among these variables, suggesting that educational inequalities are not merely institutional but deeply embedded in socio-emotional and cultural contexts. The paper concludes that policy frameworks must integrate family engagement and emotional skill development into mainstream educational reforms to achieve equity and holistic growth.

Keywords:

Family, Socioeconomic status, SES, Emotional intelligence, EI, Education, Income, Occupation, Parental influence, Child development, Emotional regulation, social competence, Cognitive ability

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