Evidence from literature showed that lack of emotional and social intelligence is one of the reasons for disruptive behaviours among adolescents. This study investigated the effect of training on the emotional and social intelligence of secondary school students in Jos, Nigeria. The study involved 26 secondary school students comprising of 10 (38.5%) males and 16 (68.5%) females with an age range of 14-17. The participants, having been selected via multistage sampling technique, were randomly assigned, using stratified random sampling technique, to a treatment (emotional intelligence training techniques) and control condition (rudiments of music training techniques). The data were collected using a compact questionnaire containing the Wong and Law Emotional Intelligence Scale (WLEIS) and Tromso Social Intelligence Scale (TSIS) to assess emotional and social intelligence. Data were analysed using descriptive statistics while independent samples t-test was used to analyse the hypotheses 1 and 2 respectively. Findings revealed a significant difference in emotional intelligence of the treatment group compared with those in control group (t(24)=-3.24, p=0.003); so also the result showed a significant difference in individuals who received training on social intelligence t(24)=-2.13, p=0.04) compared to those in the control group. The study concluded that the treatment group scored significantly higher than the control group in emotional and social intelligence. This indicates that there is need to inculcate the development of emotional and social intelligence in the educational mainstream as this would enable secondary school students and youths to be socially and emotionally healthy across all facets of life.