In education as at work, emotions have always been put out of the door. Since new insights from the field of neuropsychology, time has come to reject the Cartesian body-mind dualism and to consider that the affective domain cannot any longer be separated from the cognitive domain. Emotions are just as important as intelligence. Quality emotions and feelings help students give their best potential in the classroom. Thus, emotional capital is vital for a person's well being and achievement in life. If goodness-of-fit is critical for the full emotional, cognitive, physical, psychological, and moral development of all children, Emotional Capital (EC) shapes and conditions person's entire life. Indeed, EC is a crucial capital: more than an additional capital, it's also a booster variable. It is first a catalyser capital as it is essential for the constitution of the human capital; human capital constitution will never happen if basic or appropriate emotional capital is missing from early age. Only ad hoc emotional capital will allow human capital formation. This is what I will present in my contribution through a conceptual model named Emotional Capital (EC) which shows that the EC is an essential capital for children, young people at risk as adults. I defined the EC as the set of resources (emotional competencies) that inhere to the person useful for his or her cognitive, personal, social and economical development" (Gendron, 2004b, c, 2002). Through this conceptual model, I will show that the EC is more than an additional capital. If social and cultural capitals and, human capital are often complementary, EC has a particular place between those different capitals. It is a booster capital, i.e. a capital which potentializes or energizes the human, social and cultural capitals. EC is critical to enable human capital formation, accumulation and, its optimal exploitation for individuals. Thus, regarding educational policies, as not all individuals are equally equipped in such a crucial EC, early childhood programs as continuing training for adults should provide a goodness-of-fit to participate to emotional capital formation for each person allowing an effective equitable and sustainable education and person's development. Also, the importance of successful emotional learning for successful academic learning must question the pedagogical and teaching style, teachers training and some early curriculum as well. The teaching style will have to be changed toward a quality of teaching. Moreover, as emotional competencies are the result of "a production" of diverse educational contexts and situations, as they are acquired by learning, and therefore can be improved or enhance, emotional capital has to be considered as a capital as the human one in which, people, institutions (as educational institutions) and the society can invest in it as it can be expected return on it; especially, because it is crucial, profitable and have returns on individuals (to enable a sustainable person development in the lifelong learning perspective), on the society (social cohesion), on organizations (companies, schools..) and for (individual, economical and social) life. Also, as soon as emotional competencies will be explicitly recognized as produced and acquired through education, boys and girls should receive an equitable emotional capital (i.e. free of gender bias: boy and girls should be equitably equipped in social and personal emotional competencies), and all emotional competencies (personal as social ones) used or required in the labour market or at work will have to be fairly economically valued and paid to make Emotional Capital a real and effective Personal, Professional, Social and Organizational Asset.Author ReferencesGendron B. (2004), Why Emotional Capital Matters in Education and in Labour? Toward an Optimal Exploitation of Human Capital and Knowledge Management, in Les Cahiers de la Maison des Sciences Economiques, série rouge, n 113, Paris: Université Panthéon-Sorbonne, 35 p.Gendron B. (2004c), Emotions and Learning, and Success: Which links? The Emotional Capital, A case study on students at the Vocational School Leaving Certificate Level in France, European Conference on Educational Research 2004, September, Crete, Greece: University of Rethymno.Gendron B. (2004a), La " raison " des émotions ? Une analyse de l'évolution des représentations sociales des filières de baccalauréat professionnel, Congrès International AECSE 2004, Paris : Cnam.Gendron B. (2002), " Management, compétences et qualité en éducation : innovations pédagogiques en formation professionnelle, le cas des baccalauréats professionnels en France ", International Conference, ADMEE, University of Lausanne, September, Switzerland.