This thesis explores the intersection of emotional intelligence (EI) and cross-cultural kids (CCKs) in the context of international schools. Cross-cultural kids, or children who have lived in or been exposed to more than one culture in their developmental years, face unique challenges and opportunities. Available research points to emotional intelligence, or to the ability to recognize, understand, and manage one's own emotions and those of others, as a key factor in academic success and overall satisfaction and well-being. This thesis delves into the relationship between cross-cultural identity and emotional intelligence, as well as the impact of cultural factors on emotional intelligence development in cross-cultural kids. It examines how cultural norms, values, and beliefs can shape emotional expression and regulation, and how this can affect the emotional intelligence of cross-cultural kids. Drawing on existing literature and research, as well as case studies and interviews with people who grew up in culturally diverse environments, the thesis presents interventions and strategies for promoting emotional intelligence development in cross-cultural kids that can help them navigate the unique challenges they face. The findings suggest that the integration of programs that develop emotional intelligence in schools can be particularly beneficial for cross-cultural kids. Furthermore, the thesis discusses the role of teachers in promoting emotional intelligence development in cross-cultural kids, and how they can create a supportive and inclusive environment that fosters emotional growth. This thesis provides a comprehensive understanding of the intersection of emotional intelligence and cross-cultural kids by giving an overview of effective interventions and strategies that can empower cross-cultural kids to thrive in diverse and multicultural environments.