Explore John Gottman's five-step Emotion Coaching approach to effectively support children's emotional development and turn challenges into learning moments.
Emotion Coaching is an evidence-based approach that helps children understand and regulate their emotions through empathetic guidance rather than dismissal or punishment. Developed from the research of psychologist John Gottman, this approach has transformed how educators respond to children's emotional moments, turning potential flashpoints into powerful learning opportunities.
When a child erupts in frustration, throws equipment, or dissolves into tears, our instinct might be to stop the behaviour immediately. Emotion Coaching takes a different path: first acknowledge the feeling, then address the behaviour. This seemingly simple shift produces remarkable results. Children who experience Emotion Coaching develop stronger Emotional intelligence, better Self-regulation, improved behaviour, and more positive relationships with adults and peers.
Emotion Coaching is an approach to responding to children's emotions that treats emotional moments as opportunities for connection and teaching rather than problems to be solved or behaviours to be stopped. The approach emerged from John Gottman's research on family relationships and has been extensively developed for educational settings by researchers including Licette Gus and Louise Gilbert in the UK.
At its core, Emotion Coaching involves five key steps:
This differs fundamentally from common alternative responses. "Emotion dismissing" minimises or ignores feelings: "Don't be silly, there's nothing to cry about." "Emotion disapproving" punishes emotional expression: "Stop that crying or I'll give you something to cry about." Neither approach helps children develop emotional competence.
Emotion Coaching acknowledges that all emotions are valid signals that deserve attention, while maintaining that some behaviours triggered by emotions are not acceptable. A child can feel furious (valid) without hitting someone (not acceptable). The adult's job is to help the child understand and express the emotion appropriately.
When children experience intense emotions, their amygdala (the brain's alarm system) becomes highly activated, triggering fight, flight, or freeze responses. In this state, the prefrontal cortex (responsible for reasoning, language, and impulse control) goes partially offline. This is why telling an upset child to "calm down and Think about it" rarely works: the thinking parts of their brain are not fully available.
Emotion Coaching works with this neuroscience rather than against it. Empathetic acknowledgment helps calm the amygdala and restore prefrontal function. The child's stress hormones decrease, heart rate slows, and capacity for rational thought returns. Only then can problem-solving and Behaviour management be effective.
Children develop emotional regulation through co-regulation with attuned adults. When an adult remains calm and empathetic during a child's emotional storm, they provide a regulatory scaffold. The child's nervous system gradually learns to match the adult's calmer state. Over time, this co-regulation becomes internalised as Self-regulation.
Emotion Coaching strengthens attachment relationships by demonstrating that the adult is a safe person who can handle the child's big feelings. Children learn they donot have to suppress or hide emotions to maintain connection. This secure base supports all other learning and development.
Gottman's original research followed families over multiple years, finding that children of "Emotion Coaching" parents showed better emotional regulation, fewer behaviour problems, higher academic achievement, and better physical health compared to children of emotion-dismissing parents.
UK research by Bath Spa University's Institute for Education has adapted and validated Emotion Coaching for school settings. trained educators report improved relationships with children, reduced behaviour incidents, and better outcomes for children with Special educational needs.
Emotion Coaching begins with noticing. Before a child reaches crisis point, an emotionally aware adult notices the signs: the tightening jaw, the withdrawal, the escalating voice. This awareness creates opportunities for early intervention before emotions become overwhelming.
Awareness also means recognising lower-intensity emotions that are easy to overlook. Children experience frustration, disappointment, anxiety, and sadness throughout the day, often without dramatic displays. These quieter emotional moments are equally important opportunities for coaching.
Developing awareness:
When a child is emotional, adults face a choice: see this as a problem to solve quickly or an opportunity to connect and teach. Emotion Coaching requires consciously choosing the second option, which may feel counterintuitive when behaviour is challenging.
This mental shift is important. If we approach emotional moments as inconveniences or disruptions, our responses will be dismissive or controlling. If we approach them as valuable learning opportunities, we respond with curiosity and empathy.
Reframing emotional moments:
Once you recognise the emotional opportunity, the next step is to connect with empathy. This means setting aside your agenda (getting back to the lesson, stopping the disruption) and focusing entirely on understanding the child's experience.
Empathetic listening involves your whole body: getting down to the child's level, making gentle eye contact, and using a calm, warm voice. Your non-verbal communication often matters more than your words. Children quickly sense whether an adult is genuinely interested in their feelings or just trying to Manage their behaviour.
Validation phrases that work:
Avoid immediately jumping to solutions or trying to talk children out of their feelings. Validation comes first, problem-solving comes later.
Young children often lack the vocabulary to express their internal experiences. They know something feels bad but cannot distinguish between frustration, disappointment, and anger. Part of Emotion Coaching involves expanding children's emotional vocabulary and helping them accurately identify what they're feeling.
When children can name their emotions, several important things happen: the feeling becomes less overwhelming, the prefrontal cortex re-engages, and they can begin to develop strategies for managing specific emotions. simply labelling emotions reduces their intensity.
Age-appropriate emotion words:
Sometimes children will reject your suggestions: "I'm not angry!" This is fine. Your job is not to be right about the specific emotion but to demonstrate that feelings can be named and discussed.
The final step brings together emotional validation with clear boundaries and collaborative problem-solving. You maintain that the emotion is valid while being clear that certain behaviours are not acceptable, then work together to find better ways to express the feeling or solve the underlying problem.
This step often sounds like: "I understand you felt angry when Jake took your pen, and it's normal to feel angry about that. But we can't hit people when we're angry. What else could you do when someone takes something that belongs to you?"
Effective limit-setting:
The most common objection to Emotion Coaching is time. When you're managing thirty children and a packed curriculum, stopping for emotional moments can feel impossible. However, investing time in emotional coaching typically saves time overall by preventing escalation and building the regulatory skills that support all learning.
For brief emotional moments, Emotion Coaching can take just 30-60 seconds. A quick acknowledgment ("That's disappointing"), validation ("I can see you're frustrated"), and gentle redirect ("Let's try a different approach") often suffices.
Some children, particularly those who have experienced trauma or repeated emotional dismissal, may initially reject emotional support. They might say "I'm fine" while clearly struggling, or become more upset when you try to help.
Respect their stated wishes while staying available: "Okay, you've said you're fine. I'm here if you change your mind." Your consistent, non-pressuring availability gradually builds trust. Sometimes simply staying nearby provides co-regulation even when direct interaction is rejected.
Emotion Coaching requires adults to remain regulated when children are dysregulated. This is easier said than done, especially when behaviours are challenging or significant. If you find yourself becoming frustrated or overwhelmed, it's better to pause and seek support than to continue when you cannot offer genuine empathy.
Developing your own emotional awareness and regulation is essential for effective Emotion Coaching. Regular reflection, peer support, and Professional development help maintain the emotional resources this approach requires.
Young children experience big emotions but have limited language and self-regulation skills. Emotion Coaching is particularly powerful in Early years settings because it provides the co-regulation and vocabulary development that forms the foundation for later emotional competence.
Focus on simple language, physical comfort, and helping children connect emotions to situations: "You're crying because Mama left. You're sad when Mama goes. Mama always comes back after snack time."
Primary-aged children can engage in more sophisticated emotional discussions and begin to recognise patterns in their emotions. Use Growth mindset language to help them understand that emotional regulation is a skill they can develo p: "You're getting better at noticing when you start to feel frustrated. What did you notice in your body?"
Adolescents face unique emotional challenges due to brain development, social pressures, and identity formation. They may be more resistant to adult support but desperately need it. Emotion Coaching with teenagers requires respect for their growing independence while maintaining clear boundaries.
Focus on collaborative problem-solving and helping them understand the connection between emotions, thoughts, and behaviours: "It sounds like you felt humiliated when that happened in front of your friends. That's a horrible feeling. What would help you handle a similar situation differently?"
A important component of effective Emotion Coaching is helping children develop a rich vocabulary for emotions and the ability to recognise emotional states in themselves and others. This emotional literacy forms the foundation for all other social and emotional learning.
Use books, role-play, and real-life situations to help children identify emotions in facial expressions, body language, and vocal tones. Point out emotional cues throughout the day: "I notice Tom's shoulders are hunched up and he's frowning. What do you think he might be feeling?"
Emotion wheels, feeling thermometers, and emotion cards provide visual tools that support recognition and discussion. Make these tools readily available and refer to them regularly, not just during crisis moments.
Help children connect emotions to physical sensations in their bodies. Anger might feel like heat or tension, anxiety like butterflies or racing heart, excitement like energy or lightness. This body awareness helps children recognise emotions earlier, before they become overwhelming.
Practise body scans and mindful check-ins: "Let's pause and notice what's happening in our bodies right now. What do you notice? Where do you feel it?"
Emotion Coaching represents a fundamental shift in how we view and respond to children's emotional experiences. Rather than seeing emotions as interruptions to learning, we recognise them as essential information about children's needs and valuable opportunities for growth and connection. This approach requires patience, practise, and commitment, but the benefits extend far beyond improved behaviour management.
Children who experience consistent Emotion Coaching develop the emotional intelligence and self-regulation skills that support academic learning, positive relationships, and mental health throughout their lives. They learn that emotions are normal, manageable parts of human experience rather than overwhelming forces to be feared or suppressed. Perhaps most importantly, they develop trusting relationships with adults who demonstrate that their feelings matter and that they are worthy of empathy and support.
As educators, embracing Emotion Coaching means examining our own beliefs about emotions and developing our capacity to remain calm and empathetic when children are struggling. It means slowing down in a fast-paced educational environment to prioritise emotional learning alongside academic achievement. The investment is significant, but so are the returns: classrooms become more positive, relationships strengthen, and children develop the foundation skills they need for lifelong success and wellbeing.
Emotion coaching research
Emotional intelligence in schools
Emotion Coaching is a relationship-based approach that helps children recognise, understand, and manage their feelings through supportive adult guidance. Rather than dismissing or punishing emotional expressions, this method treats every emotional moment as an opportunity for connection and learning.
At its core, Emotion Coaching rests on four essential principles. First, emotions are neither good nor bad; they're simply information about what's happening inside a child. Second, emotional moments offer prime teaching opportunities when children are most receptive to learning. Third, validating feelings before addressing behaviour creates trust and openness. Finally, setting clear limits whilst acknowledging emotions helps children develop healthy boundaries.
In practise, this might look like Mrs Thompson kneeling beside a tearful Year 2 pupil who's upset about losing a game. Instead of saying "You're fine, it's just a game," she responds with "I can see you're really disappointed about losing. That feels horrible, doesn't it?" Only after the child feels heard does she guide them towards appropriate responses.
Dr John Gottman's research reveals that children who receive Emotion Coaching show improved academic performance, fewer behavioural problems, and stronger peer relationships. These children develop what psychologists call 'emotional granularity', the ability to distinguish between similar feelings like frustration, disappointment, and anger, which leads to more appropriate responses.
For teachers, Emotion Coaching transforms challenging moments from battles into bridges. When Year 5 student Marcus throws his pencil in maths, his teacher Mr Patel sees beyond the behaviour to the struggle underneath. This shift from controlling emotions to coaching through them creates classrooms where children feel safe to learn, make mistakes, and grow.
When eight-year-old Marcus kicks his desk after losing a maths game, your response in that moment shapes his Emotional development. The Emotion Coaching framework provides five clear steps that transform such challenging moments into opportunities for growth.
Step 1: Recognise emotions. Notice the child's emotional state before it escalates. Watch for early signs: clenched fists, withdrawn behaviour, or sudden silence. This awareness allows you to intervene supportively rather than reactively.
Step 2: See emotions as teaching moments. Instead of viewing outbursts as disruptions, reframe them as chances to build emotional skills. When Sophie tears up her artwork in frustration, resist the urge to immediately discuss wasted resources; focus first on the learning opportunity.
Step 3: Listen with empathy and validate. Get down to the child's eye level and acknowledge their experience: "You're really disappointed your tower fell down." This validation helps children feel understood, activating the thinking brain rather than the survival brain.
Step 4: Label emotions. Help children develop emotional vocabulary by naming what they feel: "It sounds like you're feeling frustrated and maybe a bit embarrassed too." Research by Gottman Institute shows children who can label emotions experience 40% fewer behavioural incidents.
Step 5: Set limits whilst problem-solving. Once calm returns, address behaviour boundaries and explore solutions together: "It's okay to feel angry, but we can't throw books. What could we do differently next time you feel this way?" This collaborative approach builds self-regulation skills whilst maintaining classroom expectations.
Practising these steps consistently creates an emotionally intelligent classroom where children learn to work through feelings constructively, reducing disruptions and building resilience for future challenges.
The impact of Emotion Coaching extends far beyond managing difficult moments. Research consistently shows that children who experience this approach develop enhanced emotional literacy, allowing them to identify and articulate their feelings with greater precision. These students demonstrate improved academic performance, with studies linking emotional regulation skills to better concentration, memory retention, and problem-solving abilities.
For teachers, the benefits are equally compelling. Rather than exhausting energy on repeated behavioural interventions, educators report feeling more confident and less stressed when handling emotional situations. One Year 3 teacher in Manchester noted that after implementing Emotion Coaching, her classroom disruptions decreased by nearly half within six weeks. "Instead of dreading Monday mornings with certain pupils, I now have tools that actually work," she explained.
The approach strengthens teacher-student relationships significantly. When children feel understood rather than judged, they're more likely to seek help, share concerns, and engage in learning. This creates a positive cycle: calmer classrooms lead to more teaching time, which improves outcomes and reduces Teacher burnout.
Practical benefits include fewer behavioural incidents requiring senior leadership intervention, reduced exclusions, and improved peer relationships. Children begin coaching each other, using phrases like "I can see you're frustrated" or "It's okay to feel angry about that." This peer support system transforms classroom culture, creating an environment where emotional expression is safe and learning thrives. Long-term studies indicate these benefits persist, with emotion-coached children showing better mental health outcomes and stronger relationships well into adolescence.
Most teachers notice initial changes in classroom atmosphere within 2-3 weeks of consistent implementation. Significant improvements in individual children's self-regulation typically emerge after 6-8 weeks of regular practise. The key is maintaining consistency across all staff members and using the approach daily, not just during crisis moments.
If a child doesn't respond to standard emotion coaching, consider whether they might need additional support such as sensory breaks, modified communication approaches, or involvement from SENCO. Some children require more time to build trust before they can accept emotional support. Review whether the child's basic needs (hunger, tiredness, safety) are being met, as these factors can prevent emotional regulation strategies from being effective.
Focus on brief, consistent responses rather than lengthy conversations during busy periods. Use whole-class emotion check-ins that take just 2-3 minutes and train teaching assistants in the same approaches. Create visual emotion coaching prompts around the classroom so children can self-regulate, and address individual needs during natural transition times or whilst other children are engaged in Independent work.
Yes, but adaptations are often necessary to match individual communication and sensory needs. Children with autism may benefit from visual emotion cards and predictable scripts, whilst those with ADHD might need shorter, more frequent emotional check-ins. Consider sensory factors that might be contributing to emotional dysregulation and adjust your approach accordingly, potentially involving occupational therapy or specialist teacher input.
Explain that emotion coaching doesn't mean accepting inappropriate behaviour, but rather teaching children to understand their feelings whilst maintaining clear boundaries. Share the research evidence and emphasise that children still face consequences for their actions. Offer to demonstrate the approach or provide examples of how it actually supports better behaviour management, and acknowledge that consistency between home and school benefits the child most.
Emotion Coaching is an approach to responding to children's emotions that treats emotional moments as opportunities for connection and teaching rather than problems to be solved or behaviours to be stopped. Developed from Dr John Gottman's research into emotional intelligence, this method recognises that children need guidance to understand and manage their feelings, just as they need support to learn reading or maths.
At its core, Emotion Coaching involves acknowledging a child's emotions before addressing their behaviour. This distinction is important: feelings are always valid, even when behaviours are not. When a Year 3 pupil storms off during group work, an Emotion Coach might say, "You look really frustrated about something" before discussing why walking away isn't acceptable.
The approach rests on three fundamental principles. First, all emotions are acceptable; it's what we do with them that matters. Second, emotional moments are teaching opportunities, not disruptions. Third, children learn emotional regulation through repeated, supportive experiences with understanding adults.
In practise, this looks markedly different from traditional behaviour management. Consider a Reception child who hits another during playtime. Traditional responses might include immediate timeout or loss of privileges. An Emotion Coaching response begins with: "You were so angry when James took your toy. It's okay to feel angry, but we can't hurt people. Let's think about what else you could do when you feel that way."
Research from Bath Spa University shows that UK schools implementing Emotion Coaching report significant improvements in classroom behaviour and emotional literacy. Teachers describe calmer classrooms, fewer behavioural incidents, and children who increasingly recognise and articulate their emotions before reaching crisis point.
Understanding why Emotion Coaching works transforms it from another classroom strategy into a powerful, evidence-based approach. When children experience strong emotions, their amygdala, the brain's alarm system, takes control. This 'emotional hijacking' literally switches off the prefrontal cortex, where logical thinking and learning happen. That's why telling an upset child to "think about your choices" rarely works; their thinking brain is temporarily offline.
Dr John Gottman's landmark research with over 3,000 families revealed that children whose parents used Emotion Coaching techniques showed measurable improvements in academic achievement, emotional regulation, and peer relationships. These children had lower stress hormones, fewer infectious illnesses, and better heart rate variability, indicating stronger emotional resilience.
UK research adds compelling classroom evidence. A study across 40 Primary schools in Bath and North East Somerset found that after Emotion Coaching training, teachers reported 79% fewer behaviour incidents requiring senior leadership intervention. Children showed improved concentration spans, with maths and literacy scores rising by an average of 11% over two terms.
The neuroscience explains these results. When teachers acknowledge emotions before addressing behaviour, they activate the child's mirror neuron system, creating connection rather than conflict. This co-regulation helps the child's nervous system calm, allowing the thinking brain to come back online. For instance, saying "You look really frustrated that Jamie took your pencil" before addressing the grabbing behaviour helps the child feel understood, reducing defensive reactions.
Teachers report this approach particularly effective during transitions, a common flashpoint. Rather than rushing an anxious child, acknowledging "It's hard to stop reading when you're enjoying the story" whilst gently closing the book creates cooperation through connection, not compliance through control.
Emotion Coaching is an approach that views children's emotional outbursts not as problems to fix, but as opportunities to teach vital life skills. At its core, this method recognises that children need guidance to understand and manage their feelings, much like they need support to learn maths or reading.
The approach rests on four key principles. First, emotions are valid and important; they're not something to suppress or ignore. Second, emotional moments are teaching opportunities. Third, children need help identifying and labelling their feelings. Fourth, problem-solving comes after emotional validation, not before.
In practise, this means when Year 3 student Jamie kicks over a chair after losing a game, rather than immediately sending him to timeout, you might say: "You're really angry about losing. That must feel frustrating." This simple acknowledgement helps Jamie's brain shift from reactive mode to thinking mode, making real learning possible.
The neuroscience behind Emotion Coaching reveals why traditional approaches often fail. When children experience strong emotions, their amygdala (the brain's alarm system) takes control, essentially switching off the prefrontal cortex responsible for reasoning and self-control. Telling an upset child to "calm down" is like asking someone to solve algebra whilst their house is on fire; the thinking brain simply isn't available.
Research by Dr Janet Rose at Norland College demonstrates that teachers using Emotion Coaching report significant improvements in classroom behaviour within just one term. Children become better at recognising their own emotional states, expressing feelings appropriately, and recovering from upset more quickly. Perhaps most importantly, the teacher-student relationship strengthens, creating a foundation for all other learning.
Emotion Coaching follows a clear five-step process that transforms emotional outbursts into learning moments. These steps, refined through Gottman's research and classroom practise, provide teachers with a reliable framework for responding to children's big feelings.
Step 1: Recognise emotions in yourself and your pupils. Before addressing a child's emotional state, pause to check your own feelings. A Year 3 pupil throwing pencils might trigger your frustration, but recognising this helps you respond thoughtfully rather than react impulsively.
Step 2: See emotions as opportunities to connect and teach. When a child struggles emotionally, view it as a chance to strengthen your relationship and build their skills. Rather than seeing tears over lost break time as manipulation, consider it a moment to teach emotional vocabulary and coping strategies.
Step 3: Listen with empathy and validate feelings. Get down to the child's eye level and acknowledge their experience: "You're really angry that James took your turn." This validation helps children feel understood, even when their behaviour needs addressing.
Step 4: Label emotions to help children find words. Many children lack the vocabulary to express complex feelings. Help them identify specific emotions: "It sounds like you felt disappointed when your painting got smudged, and maybe a bit embarrassed too?"
Step 5: Set limits whilst problem-solving together. Once the child feels heard, establish clear boundaries and explore solutions: "I understand you're furious with Sophie, but hitting isn't allowed. What could you do differently next time you feel this angry?"
Research from Bath Spa University found that teachers using these five steps consistently reported improved classroom behaviour within six weeks, with particularly strong results for children with additional emotional needs.
When teachers adopt Emotion Coaching, the transformation extends far beyond individual moments of emotional upset. Research from UK schools implementing this approach reveals significant improvements across multiple areas of school life, making it a effective method for whole-school development.
Academic performance shows marked improvement when children feel emotionally supported. A study by Bath Spa University found that pupils in Emotion Coaching schools demonstrated better focus during lessons and increased engagement with challenging tasks. When children know their emotions matter, they're more willing to take academic risks, ask questions, and persist through difficulties. One Year 4 teacher reported her class's maths scores improved by 15% after implementing Emotion Coaching, noting pupils were "less anxious about making mistakes and more willing to try different strategies".
Behaviour incidents decrease dramatically in Emotion Coaching environments. Rather than recurring cycles of misbehaviour and punishment, children develop internal regulation skills that prevent problems before they escalate. Secondary schools report fewer exclusions and detentions, whilst primary settings see reduced playground conflicts. For instance, a Birmingham primary school recorded a 40% drop in lunchtime incidents after training playground supervisors in Emotion Coaching techniques.
Perhaps most significantly, teacher wellbeing improves alongside pupil outcomes. When educators have clear strategies for responding to emotional outbursts, they feel more confident and less stressed. The approach reduces confrontation and builds positive relationships, creating calmer classrooms where learning thrives. Teachers consistently report feeling "more connected to difficult pupils" and experiencing "less end-of-day exhaustion" when using Emotion Coaching strategies.
These benefits create a positive cycle: emotionally regulated children learn better, behave more positively, and form stronger relationships, which in turn supports teacher effectiveness and satisfaction.
When faced with a child's emotional outburst, following a clear sequence helps transform challenging moments into teaching opportunities. Gottman's research identified five specific steps that move children from emotional overwhelm to understanding and problem-solving.
Step 1: Recognise emotions. Notice when a child experiences strong feelings, whether through facial expressions, body language, or behaviour changes. A Year 3 pupil slamming their book shut signals frustration just as clearly as tears indicate sadness.
Step 2: See emotions as teaching opportunities. Rather than viewing emotional moments as disruptions, approach them as chances to build connection. When a child refuses to share during group work, resist the urge to immediately enforce rules; instead, recognise the underlying emotion first.
Step 3: Listen and validate. Get on the child's level physically and acknowledge their feelings: "You seem really angry that Sarah took the blue marker you wanted." This validation doesn't mean accepting poor behaviour; it simply shows you understand their emotional experience.
Step 4: Help label emotions. Many children lack the vocabulary to express complex feelings. Offer specific words: "It sounds like you're disappointed" or "You're feeling left out." Research shows children who can name emotions regulate them more effectively.
Step 5: Set limits while problem-solving. Once the child feels heard, address behaviour and explore solutions together. "I understand you're angry, but throwing things isn't safe. What could we do differently next time?" This collaborative approach teaches emotional regulation alongside appropriate behaviour.
Teachers implementing these steps report that initial conversations may take five to ten minutes, but investment in early incidents prevents repeated disruptions. With practise, children begin internalising the process, moving through steps independently.
These peer-reviewed studies provide the research foundation for the strategies discussed in this article:
The Effect of Social-Emotional Learning Programme on Social-Emotional Skills, Academic Achievement and Classroom Climate View study ↗
8 citations
Assist. Prof. Dr Hanife Esen Aygün et al. (2022)
This Turkish study tested two different Social-emotional learning programmes with fourth-grade students and found they significantly improved students' emotional skills, academic performance, and overall classroom atmosphere. The research provides concrete evidence that structured SEL programmes create measurable benefits across multiple areas of student development. For teachers, this demonstrates that investing time in emotional learning activities directly supports both academic achievement and positive classroom dynamics.
The Jigsaw Cooperative Learning Model in Islamic Religious Education to Develop Students' Emotional Intelligence View study ↗
4 citations
Nurul Purnama Sari et al. (2024)
This study explored how cooperative Learning methods, specifically the Jigsaw model, can effectively develop students' emotional intelligence within religious education contexts. The collaborative learning structures naturally create opportunities for students to practise emotional skills like empathy, communication, and self-regulation. Teachers can apply these cooperative Learning strategies across any subject area to simultaneously build academic content knowledge and emotional competencies.
Influence of teachers' emotional intelligence on students' motivation for academic learning: an empirical study on university students of Bangladesh View study ↗
35 citations
Md. Hafizur Rahman et al. (2024)
This large-scale study of Bangladeshi university students revealed that teachers with higher emotional intelligence significantly boost their students' motivation to learn. The when educators can effectively manage their own emotions and understand their students' emotional states, they create more engaging and motivating learning environments. This highlights how developing your own emotional skills as a teacher directly translates into better student outcomes and classroom engagement.
Factors influencing the development of emotional intelligence in university students View study ↗
7 citations
Ainhoa Martínez-Rodríguez & C. Ferreira (2025)
This Thorough review identifies the key factors that help university students develop stronger emotional intelligence throughout their educational process. The research reveals which educational practices and environmental conditions most effectively support emotional growth in students. While focused on higher education, the findings offer valuable insights for teachers at all levels about creating conditions that encourage emotional development alongside academic learning.
The facilitators and barriers to implementing Emotion Coaching following whole-school training in mainstream primary schools View study ↗
6 citations
A. Romney et al. (2022)
This UK study surveyed 40 primary school staff who received emotion coaching training to understand what helps or hinders successful implementation in real classrooms. The research identified practical factors like time constraints, administrative support, and staff confidence levels that determine whether emotion coaching techniques actually get used consistently. For teachers considering emotion coaching, this study provides a realistic roadmap of what support and conditions you'll need to make these approaches successful in your school.
Emotion Coaching is an evidence-based approach that helps children understand and regulate their emotions through empathetic guidance rather than dismissal or punishment. Developed from the research of psychologist John Gottman, this approach has transformed how educators respond to children's emotional moments, turning potential flashpoints into powerful learning opportunities.
When a child erupts in frustration, throws equipment, or dissolves into tears, our instinct might be to stop the behaviour immediately. Emotion Coaching takes a different path: first acknowledge the feeling, then address the behaviour. This seemingly simple shift produces remarkable results. Children who experience Emotion Coaching develop stronger Emotional intelligence, better Self-regulation, improved behaviour, and more positive relationships with adults and peers.
Emotion Coaching is an approach to responding to children's emotions that treats emotional moments as opportunities for connection and teaching rather than problems to be solved or behaviours to be stopped. The approach emerged from John Gottman's research on family relationships and has been extensively developed for educational settings by researchers including Licette Gus and Louise Gilbert in the UK.
At its core, Emotion Coaching involves five key steps:
This differs fundamentally from common alternative responses. "Emotion dismissing" minimises or ignores feelings: "Don't be silly, there's nothing to cry about." "Emotion disapproving" punishes emotional expression: "Stop that crying or I'll give you something to cry about." Neither approach helps children develop emotional competence.
Emotion Coaching acknowledges that all emotions are valid signals that deserve attention, while maintaining that some behaviours triggered by emotions are not acceptable. A child can feel furious (valid) without hitting someone (not acceptable). The adult's job is to help the child understand and express the emotion appropriately.
When children experience intense emotions, their amygdala (the brain's alarm system) becomes highly activated, triggering fight, flight, or freeze responses. In this state, the prefrontal cortex (responsible for reasoning, language, and impulse control) goes partially offline. This is why telling an upset child to "calm down and Think about it" rarely works: the thinking parts of their brain are not fully available.
Emotion Coaching works with this neuroscience rather than against it. Empathetic acknowledgment helps calm the amygdala and restore prefrontal function. The child's stress hormones decrease, heart rate slows, and capacity for rational thought returns. Only then can problem-solving and Behaviour management be effective.
Children develop emotional regulation through co-regulation with attuned adults. When an adult remains calm and empathetic during a child's emotional storm, they provide a regulatory scaffold. The child's nervous system gradually learns to match the adult's calmer state. Over time, this co-regulation becomes internalised as Self-regulation.
Emotion Coaching strengthens attachment relationships by demonstrating that the adult is a safe person who can handle the child's big feelings. Children learn they donot have to suppress or hide emotions to maintain connection. This secure base supports all other learning and development.
Gottman's original research followed families over multiple years, finding that children of "Emotion Coaching" parents showed better emotional regulation, fewer behaviour problems, higher academic achievement, and better physical health compared to children of emotion-dismissing parents.
UK research by Bath Spa University's Institute for Education has adapted and validated Emotion Coaching for school settings. trained educators report improved relationships with children, reduced behaviour incidents, and better outcomes for children with Special educational needs.
Emotion Coaching begins with noticing. Before a child reaches crisis point, an emotionally aware adult notices the signs: the tightening jaw, the withdrawal, the escalating voice. This awareness creates opportunities for early intervention before emotions become overwhelming.
Awareness also means recognising lower-intensity emotions that are easy to overlook. Children experience frustration, disappointment, anxiety, and sadness throughout the day, often without dramatic displays. These quieter emotional moments are equally important opportunities for coaching.
Developing awareness:
When a child is emotional, adults face a choice: see this as a problem to solve quickly or an opportunity to connect and teach. Emotion Coaching requires consciously choosing the second option, which may feel counterintuitive when behaviour is challenging.
This mental shift is important. If we approach emotional moments as inconveniences or disruptions, our responses will be dismissive or controlling. If we approach them as valuable learning opportunities, we respond with curiosity and empathy.
Reframing emotional moments:
Once you recognise the emotional opportunity, the next step is to connect with empathy. This means setting aside your agenda (getting back to the lesson, stopping the disruption) and focusing entirely on understanding the child's experience.
Empathetic listening involves your whole body: getting down to the child's level, making gentle eye contact, and using a calm, warm voice. Your non-verbal communication often matters more than your words. Children quickly sense whether an adult is genuinely interested in their feelings or just trying to Manage their behaviour.
Validation phrases that work:
Avoid immediately jumping to solutions or trying to talk children out of their feelings. Validation comes first, problem-solving comes later.
Young children often lack the vocabulary to express their internal experiences. They know something feels bad but cannot distinguish between frustration, disappointment, and anger. Part of Emotion Coaching involves expanding children's emotional vocabulary and helping them accurately identify what they're feeling.
When children can name their emotions, several important things happen: the feeling becomes less overwhelming, the prefrontal cortex re-engages, and they can begin to develop strategies for managing specific emotions. simply labelling emotions reduces their intensity.
Age-appropriate emotion words:
Sometimes children will reject your suggestions: "I'm not angry!" This is fine. Your job is not to be right about the specific emotion but to demonstrate that feelings can be named and discussed.
The final step brings together emotional validation with clear boundaries and collaborative problem-solving. You maintain that the emotion is valid while being clear that certain behaviours are not acceptable, then work together to find better ways to express the feeling or solve the underlying problem.
This step often sounds like: "I understand you felt angry when Jake took your pen, and it's normal to feel angry about that. But we can't hit people when we're angry. What else could you do when someone takes something that belongs to you?"
Effective limit-setting:
The most common objection to Emotion Coaching is time. When you're managing thirty children and a packed curriculum, stopping for emotional moments can feel impossible. However, investing time in emotional coaching typically saves time overall by preventing escalation and building the regulatory skills that support all learning.
For brief emotional moments, Emotion Coaching can take just 30-60 seconds. A quick acknowledgment ("That's disappointing"), validation ("I can see you're frustrated"), and gentle redirect ("Let's try a different approach") often suffices.
Some children, particularly those who have experienced trauma or repeated emotional dismissal, may initially reject emotional support. They might say "I'm fine" while clearly struggling, or become more upset when you try to help.
Respect their stated wishes while staying available: "Okay, you've said you're fine. I'm here if you change your mind." Your consistent, non-pressuring availability gradually builds trust. Sometimes simply staying nearby provides co-regulation even when direct interaction is rejected.
Emotion Coaching requires adults to remain regulated when children are dysregulated. This is easier said than done, especially when behaviours are challenging or significant. If you find yourself becoming frustrated or overwhelmed, it's better to pause and seek support than to continue when you cannot offer genuine empathy.
Developing your own emotional awareness and regulation is essential for effective Emotion Coaching. Regular reflection, peer support, and Professional development help maintain the emotional resources this approach requires.
Young children experience big emotions but have limited language and self-regulation skills. Emotion Coaching is particularly powerful in Early years settings because it provides the co-regulation and vocabulary development that forms the foundation for later emotional competence.
Focus on simple language, physical comfort, and helping children connect emotions to situations: "You're crying because Mama left. You're sad when Mama goes. Mama always comes back after snack time."
Primary-aged children can engage in more sophisticated emotional discussions and begin to recognise patterns in their emotions. Use Growth mindset language to help them understand that emotional regulation is a skill they can develo p: "You're getting better at noticing when you start to feel frustrated. What did you notice in your body?"
Adolescents face unique emotional challenges due to brain development, social pressures, and identity formation. They may be more resistant to adult support but desperately need it. Emotion Coaching with teenagers requires respect for their growing independence while maintaining clear boundaries.
Focus on collaborative problem-solving and helping them understand the connection between emotions, thoughts, and behaviours: "It sounds like you felt humiliated when that happened in front of your friends. That's a horrible feeling. What would help you handle a similar situation differently?"
A important component of effective Emotion Coaching is helping children develop a rich vocabulary for emotions and the ability to recognise emotional states in themselves and others. This emotional literacy forms the foundation for all other social and emotional learning.
Use books, role-play, and real-life situations to help children identify emotions in facial expressions, body language, and vocal tones. Point out emotional cues throughout the day: "I notice Tom's shoulders are hunched up and he's frowning. What do you think he might be feeling?"
Emotion wheels, feeling thermometers, and emotion cards provide visual tools that support recognition and discussion. Make these tools readily available and refer to them regularly, not just during crisis moments.
Help children connect emotions to physical sensations in their bodies. Anger might feel like heat or tension, anxiety like butterflies or racing heart, excitement like energy or lightness. This body awareness helps children recognise emotions earlier, before they become overwhelming.
Practise body scans and mindful check-ins: "Let's pause and notice what's happening in our bodies right now. What do you notice? Where do you feel it?"
Emotion Coaching represents a fundamental shift in how we view and respond to children's emotional experiences. Rather than seeing emotions as interruptions to learning, we recognise them as essential information about children's needs and valuable opportunities for growth and connection. This approach requires patience, practise, and commitment, but the benefits extend far beyond improved behaviour management.
Children who experience consistent Emotion Coaching develop the emotional intelligence and self-regulation skills that support academic learning, positive relationships, and mental health throughout their lives. They learn that emotions are normal, manageable parts of human experience rather than overwhelming forces to be feared or suppressed. Perhaps most importantly, they develop trusting relationships with adults who demonstrate that their feelings matter and that they are worthy of empathy and support.
As educators, embracing Emotion Coaching means examining our own beliefs about emotions and developing our capacity to remain calm and empathetic when children are struggling. It means slowing down in a fast-paced educational environment to prioritise emotional learning alongside academic achievement. The investment is significant, but so are the returns: classrooms become more positive, relationships strengthen, and children develop the foundation skills they need for lifelong success and wellbeing.
Emotion coaching research
Emotional intelligence in schools
Emotion Coaching is a relationship-based approach that helps children recognise, understand, and manage their feelings through supportive adult guidance. Rather than dismissing or punishing emotional expressions, this method treats every emotional moment as an opportunity for connection and learning.
At its core, Emotion Coaching rests on four essential principles. First, emotions are neither good nor bad; they're simply information about what's happening inside a child. Second, emotional moments offer prime teaching opportunities when children are most receptive to learning. Third, validating feelings before addressing behaviour creates trust and openness. Finally, setting clear limits whilst acknowledging emotions helps children develop healthy boundaries.
In practise, this might look like Mrs Thompson kneeling beside a tearful Year 2 pupil who's upset about losing a game. Instead of saying "You're fine, it's just a game," she responds with "I can see you're really disappointed about losing. That feels horrible, doesn't it?" Only after the child feels heard does she guide them towards appropriate responses.
Dr John Gottman's research reveals that children who receive Emotion Coaching show improved academic performance, fewer behavioural problems, and stronger peer relationships. These children develop what psychologists call 'emotional granularity', the ability to distinguish between similar feelings like frustration, disappointment, and anger, which leads to more appropriate responses.
For teachers, Emotion Coaching transforms challenging moments from battles into bridges. When Year 5 student Marcus throws his pencil in maths, his teacher Mr Patel sees beyond the behaviour to the struggle underneath. This shift from controlling emotions to coaching through them creates classrooms where children feel safe to learn, make mistakes, and grow.
When eight-year-old Marcus kicks his desk after losing a maths game, your response in that moment shapes his Emotional development. The Emotion Coaching framework provides five clear steps that transform such challenging moments into opportunities for growth.
Step 1: Recognise emotions. Notice the child's emotional state before it escalates. Watch for early signs: clenched fists, withdrawn behaviour, or sudden silence. This awareness allows you to intervene supportively rather than reactively.
Step 2: See emotions as teaching moments. Instead of viewing outbursts as disruptions, reframe them as chances to build emotional skills. When Sophie tears up her artwork in frustration, resist the urge to immediately discuss wasted resources; focus first on the learning opportunity.
Step 3: Listen with empathy and validate. Get down to the child's eye level and acknowledge their experience: "You're really disappointed your tower fell down." This validation helps children feel understood, activating the thinking brain rather than the survival brain.
Step 4: Label emotions. Help children develop emotional vocabulary by naming what they feel: "It sounds like you're feeling frustrated and maybe a bit embarrassed too." Research by Gottman Institute shows children who can label emotions experience 40% fewer behavioural incidents.
Step 5: Set limits whilst problem-solving. Once calm returns, address behaviour boundaries and explore solutions together: "It's okay to feel angry, but we can't throw books. What could we do differently next time you feel this way?" This collaborative approach builds self-regulation skills whilst maintaining classroom expectations.
Practising these steps consistently creates an emotionally intelligent classroom where children learn to work through feelings constructively, reducing disruptions and building resilience for future challenges.
The impact of Emotion Coaching extends far beyond managing difficult moments. Research consistently shows that children who experience this approach develop enhanced emotional literacy, allowing them to identify and articulate their feelings with greater precision. These students demonstrate improved academic performance, with studies linking emotional regulation skills to better concentration, memory retention, and problem-solving abilities.
For teachers, the benefits are equally compelling. Rather than exhausting energy on repeated behavioural interventions, educators report feeling more confident and less stressed when handling emotional situations. One Year 3 teacher in Manchester noted that after implementing Emotion Coaching, her classroom disruptions decreased by nearly half within six weeks. "Instead of dreading Monday mornings with certain pupils, I now have tools that actually work," she explained.
The approach strengthens teacher-student relationships significantly. When children feel understood rather than judged, they're more likely to seek help, share concerns, and engage in learning. This creates a positive cycle: calmer classrooms lead to more teaching time, which improves outcomes and reduces Teacher burnout.
Practical benefits include fewer behavioural incidents requiring senior leadership intervention, reduced exclusions, and improved peer relationships. Children begin coaching each other, using phrases like "I can see you're frustrated" or "It's okay to feel angry about that." This peer support system transforms classroom culture, creating an environment where emotional expression is safe and learning thrives. Long-term studies indicate these benefits persist, with emotion-coached children showing better mental health outcomes and stronger relationships well into adolescence.
Most teachers notice initial changes in classroom atmosphere within 2-3 weeks of consistent implementation. Significant improvements in individual children's self-regulation typically emerge after 6-8 weeks of regular practise. The key is maintaining consistency across all staff members and using the approach daily, not just during crisis moments.
If a child doesn't respond to standard emotion coaching, consider whether they might need additional support such as sensory breaks, modified communication approaches, or involvement from SENCO. Some children require more time to build trust before they can accept emotional support. Review whether the child's basic needs (hunger, tiredness, safety) are being met, as these factors can prevent emotional regulation strategies from being effective.
Focus on brief, consistent responses rather than lengthy conversations during busy periods. Use whole-class emotion check-ins that take just 2-3 minutes and train teaching assistants in the same approaches. Create visual emotion coaching prompts around the classroom so children can self-regulate, and address individual needs during natural transition times or whilst other children are engaged in Independent work.
Yes, but adaptations are often necessary to match individual communication and sensory needs. Children with autism may benefit from visual emotion cards and predictable scripts, whilst those with ADHD might need shorter, more frequent emotional check-ins. Consider sensory factors that might be contributing to emotional dysregulation and adjust your approach accordingly, potentially involving occupational therapy or specialist teacher input.
Explain that emotion coaching doesn't mean accepting inappropriate behaviour, but rather teaching children to understand their feelings whilst maintaining clear boundaries. Share the research evidence and emphasise that children still face consequences for their actions. Offer to demonstrate the approach or provide examples of how it actually supports better behaviour management, and acknowledge that consistency between home and school benefits the child most.
Emotion Coaching is an approach to responding to children's emotions that treats emotional moments as opportunities for connection and teaching rather than problems to be solved or behaviours to be stopped. Developed from Dr John Gottman's research into emotional intelligence, this method recognises that children need guidance to understand and manage their feelings, just as they need support to learn reading or maths.
At its core, Emotion Coaching involves acknowledging a child's emotions before addressing their behaviour. This distinction is important: feelings are always valid, even when behaviours are not. When a Year 3 pupil storms off during group work, an Emotion Coach might say, "You look really frustrated about something" before discussing why walking away isn't acceptable.
The approach rests on three fundamental principles. First, all emotions are acceptable; it's what we do with them that matters. Second, emotional moments are teaching opportunities, not disruptions. Third, children learn emotional regulation through repeated, supportive experiences with understanding adults.
In practise, this looks markedly different from traditional behaviour management. Consider a Reception child who hits another during playtime. Traditional responses might include immediate timeout or loss of privileges. An Emotion Coaching response begins with: "You were so angry when James took your toy. It's okay to feel angry, but we can't hurt people. Let's think about what else you could do when you feel that way."
Research from Bath Spa University shows that UK schools implementing Emotion Coaching report significant improvements in classroom behaviour and emotional literacy. Teachers describe calmer classrooms, fewer behavioural incidents, and children who increasingly recognise and articulate their emotions before reaching crisis point.
Understanding why Emotion Coaching works transforms it from another classroom strategy into a powerful, evidence-based approach. When children experience strong emotions, their amygdala, the brain's alarm system, takes control. This 'emotional hijacking' literally switches off the prefrontal cortex, where logical thinking and learning happen. That's why telling an upset child to "think about your choices" rarely works; their thinking brain is temporarily offline.
Dr John Gottman's landmark research with over 3,000 families revealed that children whose parents used Emotion Coaching techniques showed measurable improvements in academic achievement, emotional regulation, and peer relationships. These children had lower stress hormones, fewer infectious illnesses, and better heart rate variability, indicating stronger emotional resilience.
UK research adds compelling classroom evidence. A study across 40 Primary schools in Bath and North East Somerset found that after Emotion Coaching training, teachers reported 79% fewer behaviour incidents requiring senior leadership intervention. Children showed improved concentration spans, with maths and literacy scores rising by an average of 11% over two terms.
The neuroscience explains these results. When teachers acknowledge emotions before addressing behaviour, they activate the child's mirror neuron system, creating connection rather than conflict. This co-regulation helps the child's nervous system calm, allowing the thinking brain to come back online. For instance, saying "You look really frustrated that Jamie took your pencil" before addressing the grabbing behaviour helps the child feel understood, reducing defensive reactions.
Teachers report this approach particularly effective during transitions, a common flashpoint. Rather than rushing an anxious child, acknowledging "It's hard to stop reading when you're enjoying the story" whilst gently closing the book creates cooperation through connection, not compliance through control.
Emotion Coaching is an approach that views children's emotional outbursts not as problems to fix, but as opportunities to teach vital life skills. At its core, this method recognises that children need guidance to understand and manage their feelings, much like they need support to learn maths or reading.
The approach rests on four key principles. First, emotions are valid and important; they're not something to suppress or ignore. Second, emotional moments are teaching opportunities. Third, children need help identifying and labelling their feelings. Fourth, problem-solving comes after emotional validation, not before.
In practise, this means when Year 3 student Jamie kicks over a chair after losing a game, rather than immediately sending him to timeout, you might say: "You're really angry about losing. That must feel frustrating." This simple acknowledgement helps Jamie's brain shift from reactive mode to thinking mode, making real learning possible.
The neuroscience behind Emotion Coaching reveals why traditional approaches often fail. When children experience strong emotions, their amygdala (the brain's alarm system) takes control, essentially switching off the prefrontal cortex responsible for reasoning and self-control. Telling an upset child to "calm down" is like asking someone to solve algebra whilst their house is on fire; the thinking brain simply isn't available.
Research by Dr Janet Rose at Norland College demonstrates that teachers using Emotion Coaching report significant improvements in classroom behaviour within just one term. Children become better at recognising their own emotional states, expressing feelings appropriately, and recovering from upset more quickly. Perhaps most importantly, the teacher-student relationship strengthens, creating a foundation for all other learning.
Emotion Coaching follows a clear five-step process that transforms emotional outbursts into learning moments. These steps, refined through Gottman's research and classroom practise, provide teachers with a reliable framework for responding to children's big feelings.
Step 1: Recognise emotions in yourself and your pupils. Before addressing a child's emotional state, pause to check your own feelings. A Year 3 pupil throwing pencils might trigger your frustration, but recognising this helps you respond thoughtfully rather than react impulsively.
Step 2: See emotions as opportunities to connect and teach. When a child struggles emotionally, view it as a chance to strengthen your relationship and build their skills. Rather than seeing tears over lost break time as manipulation, consider it a moment to teach emotional vocabulary and coping strategies.
Step 3: Listen with empathy and validate feelings. Get down to the child's eye level and acknowledge their experience: "You're really angry that James took your turn." This validation helps children feel understood, even when their behaviour needs addressing.
Step 4: Label emotions to help children find words. Many children lack the vocabulary to express complex feelings. Help them identify specific emotions: "It sounds like you felt disappointed when your painting got smudged, and maybe a bit embarrassed too?"
Step 5: Set limits whilst problem-solving together. Once the child feels heard, establish clear boundaries and explore solutions: "I understand you're furious with Sophie, but hitting isn't allowed. What could you do differently next time you feel this angry?"
Research from Bath Spa University found that teachers using these five steps consistently reported improved classroom behaviour within six weeks, with particularly strong results for children with additional emotional needs.
When teachers adopt Emotion Coaching, the transformation extends far beyond individual moments of emotional upset. Research from UK schools implementing this approach reveals significant improvements across multiple areas of school life, making it a effective method for whole-school development.
Academic performance shows marked improvement when children feel emotionally supported. A study by Bath Spa University found that pupils in Emotion Coaching schools demonstrated better focus during lessons and increased engagement with challenging tasks. When children know their emotions matter, they're more willing to take academic risks, ask questions, and persist through difficulties. One Year 4 teacher reported her class's maths scores improved by 15% after implementing Emotion Coaching, noting pupils were "less anxious about making mistakes and more willing to try different strategies".
Behaviour incidents decrease dramatically in Emotion Coaching environments. Rather than recurring cycles of misbehaviour and punishment, children develop internal regulation skills that prevent problems before they escalate. Secondary schools report fewer exclusions and detentions, whilst primary settings see reduced playground conflicts. For instance, a Birmingham primary school recorded a 40% drop in lunchtime incidents after training playground supervisors in Emotion Coaching techniques.
Perhaps most significantly, teacher wellbeing improves alongside pupil outcomes. When educators have clear strategies for responding to emotional outbursts, they feel more confident and less stressed. The approach reduces confrontation and builds positive relationships, creating calmer classrooms where learning thrives. Teachers consistently report feeling "more connected to difficult pupils" and experiencing "less end-of-day exhaustion" when using Emotion Coaching strategies.
These benefits create a positive cycle: emotionally regulated children learn better, behave more positively, and form stronger relationships, which in turn supports teacher effectiveness and satisfaction.
When faced with a child's emotional outburst, following a clear sequence helps transform challenging moments into teaching opportunities. Gottman's research identified five specific steps that move children from emotional overwhelm to understanding and problem-solving.
Step 1: Recognise emotions. Notice when a child experiences strong feelings, whether through facial expressions, body language, or behaviour changes. A Year 3 pupil slamming their book shut signals frustration just as clearly as tears indicate sadness.
Step 2: See emotions as teaching opportunities. Rather than viewing emotional moments as disruptions, approach them as chances to build connection. When a child refuses to share during group work, resist the urge to immediately enforce rules; instead, recognise the underlying emotion first.
Step 3: Listen and validate. Get on the child's level physically and acknowledge their feelings: "You seem really angry that Sarah took the blue marker you wanted." This validation doesn't mean accepting poor behaviour; it simply shows you understand their emotional experience.
Step 4: Help label emotions. Many children lack the vocabulary to express complex feelings. Offer specific words: "It sounds like you're disappointed" or "You're feeling left out." Research shows children who can name emotions regulate them more effectively.
Step 5: Set limits while problem-solving. Once the child feels heard, address behaviour and explore solutions together. "I understand you're angry, but throwing things isn't safe. What could we do differently next time?" This collaborative approach teaches emotional regulation alongside appropriate behaviour.
Teachers implementing these steps report that initial conversations may take five to ten minutes, but investment in early incidents prevents repeated disruptions. With practise, children begin internalising the process, moving through steps independently.
These peer-reviewed studies provide the research foundation for the strategies discussed in this article:
The Effect of Social-Emotional Learning Programme on Social-Emotional Skills, Academic Achievement and Classroom Climate View study ↗
8 citations
Assist. Prof. Dr Hanife Esen Aygün et al. (2022)
This Turkish study tested two different Social-emotional learning programmes with fourth-grade students and found they significantly improved students' emotional skills, academic performance, and overall classroom atmosphere. The research provides concrete evidence that structured SEL programmes create measurable benefits across multiple areas of student development. For teachers, this demonstrates that investing time in emotional learning activities directly supports both academic achievement and positive classroom dynamics.
The Jigsaw Cooperative Learning Model in Islamic Religious Education to Develop Students' Emotional Intelligence View study ↗
4 citations
Nurul Purnama Sari et al. (2024)
This study explored how cooperative Learning methods, specifically the Jigsaw model, can effectively develop students' emotional intelligence within religious education contexts. The collaborative learning structures naturally create opportunities for students to practise emotional skills like empathy, communication, and self-regulation. Teachers can apply these cooperative Learning strategies across any subject area to simultaneously build academic content knowledge and emotional competencies.
Influence of teachers' emotional intelligence on students' motivation for academic learning: an empirical study on university students of Bangladesh View study ↗
35 citations
Md. Hafizur Rahman et al. (2024)
This large-scale study of Bangladeshi university students revealed that teachers with higher emotional intelligence significantly boost their students' motivation to learn. The when educators can effectively manage their own emotions and understand their students' emotional states, they create more engaging and motivating learning environments. This highlights how developing your own emotional skills as a teacher directly translates into better student outcomes and classroom engagement.
Factors influencing the development of emotional intelligence in university students View study ↗
7 citations
Ainhoa Martínez-Rodríguez & C. Ferreira (2025)
This Thorough review identifies the key factors that help university students develop stronger emotional intelligence throughout their educational process. The research reveals which educational practices and environmental conditions most effectively support emotional growth in students. While focused on higher education, the findings offer valuable insights for teachers at all levels about creating conditions that encourage emotional development alongside academic learning.
The facilitators and barriers to implementing Emotion Coaching following whole-school training in mainstream primary schools View study ↗
6 citations
A. Romney et al. (2022)
This UK study surveyed 40 primary school staff who received emotion coaching training to understand what helps or hinders successful implementation in real classrooms. The research identified practical factors like time constraints, administrative support, and staff confidence levels that determine whether emotion coaching techniques actually get used consistently. For teachers considering emotion coaching, this study provides a realistic roadmap of what support and conditions you'll need to make these approaches successful in your school.
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