Introduction: The aim of this research was to contrast the results of two study groups when applying a model that uses training to reinforce emotional intelligence. Method: The study is based on a quantitative, quasi-experimental, exploratory approach, using control and experimental groups. A total of 297 adolescent participants, ages 12 to 16, were selected from five schools. The instrument used was the BarOn Emotional Quotient Inventory, youth version, for ages 7-18 [EQ-i:YV]. Results: The descriptive analysis showed improvements in the five variables for the experimental group, while in the control group there was a decline in three variables and a small increase in two. In the analyses, the ANCOVA test was used to reduce sample heterogeneity, with average grade in Mathematics as a covariate. The results from intragroup effects and the interaction between groups confirmed significant differences at the post-test, for the experimental group, in all variables. Discussion and conclusions: These findings make a contribution to the field of education by verifying that the teacher is able, within their own classroom, to reinforce all the student variables related to emotional intelligence. The only requirement is having a model with methodological guidance for executing the process. In addition, it should be noted that an increase in the variables of intrapersonality, interpersonality, adaptability, stress management and mood has a positive influence on students' well-being and performance.