Emotion Regulation
Explore emotion regulation's role in children's learning. Discover practical strategies teachers can use to foster emotional wellbeing and academic success.
What is Emotion Regulation?
Neuroscience changed learning understanding these last 20 years. Research (Immordino-Yang & Damasio, 2007) shows emotions and learning are always linked. Affective neuroscience (Pessoa, 2013) studies the brain’s role in this process. Learning involves both cognitive and emotional processes (Tyng et al., 2017).
Key Takeaways
- Dysregulated emotions directly impede learners' cognitive functions and academic engagement: Intense emotional states consume working memory and attention, essential for learning, effectively 'shutting down' higher-order thinking. This neurological interference means learners cannot access or process new information effectively when emotionally overwhelmed (Diamond, 2013).
- Developing robust emotion regulation skills in early childhood is a critical predictor of future academic and social success: Poor emotion regulation in young children significantly correlates with increased teacher conflicts and academic struggles, underscoring the necessity of early, explicit instruction in emotional literacy and self-management (Brackett, 2019).
- Modern neuroscience unequivocally demonstrates that emotions are inseparable from cognition and learning, fundamentally reshaping classroom pedagogy: Brain research reveals that emotional processes are not merely adjuncts to learning but are deeply integrated into memory formation, decision-making, and attention, meaning effective teaching must address both cognitive and affective domains simultaneously (Immordino-Yang, 2016).
- Teachers play an indispensable role in explicitly teaching and modelling emotion regulation strategies, transforming the classroom into a laboratory for emotional development: By integrating social-emotional learning into daily routines and curriculum, educators empower learners with the skills to identify, understand, and manage their feelings, which is crucial for academic achievement and overall well-being (Goleman, 1995).
We all know that 'we feel, therefore we learn'. Emotional learning is a key aspect of teaching children, so in this blog post, we will be exploring different strategies in which to support it within the school context.
Teachers may separate emotion from learning, expecting effort instead. This outdated view suggests "heart" and "mind" are distinct. Research (no source provided) shows this is wrong. Emotion and thinking link, both shaping learner actions.
Emotional regulation supports learning. Learners recognise and express their feelings to manage them. Self-regulation helps learners control their emotional responses. They also use problem-solving skills (Gross, 1998; Thompson, 1994; Cole et al., 2004).
Gross (1998) and Richards & Gross (2000) say emotional regulation helps learners manage feelings. This allows clear thinking. Cole et al. (2004) found this improves learning participation. Research has also shown it cuts classroom interruptions.
How Do Emotions Affect Learning in the Classroom?
Teachers should know this link. Emotions affect how learners process information (Tyng et al., 2017). Emotional states help or hinder thinking (Pekrun, 2006). Learners need emotional awareness to succeed (Immordino-Yang & Singh, 2017).
Emotion and thinking work together (Davidson, 2000). This helps learners adjust to environments. Emotion and thinking activate brain areas and actions (Phelps, 2006). These activations support adaptable responses (Gross, 2015).
Researchers found this interaction shapes attention, emotion, and thinking (Grossmann, 2017). These processes develop early and greatly impact later learning. Emotions strongly affect how well a learner learns (Pekrun, 1992). Thus, emotions are vital for academic growth (Schutz & Pekrun, 2007).
Dysregulation limits executive function, the brain's management system. Clear thinking depends on feeling intensity (Immordino-Yang & Damasio, 2007). Strong emotions hinder putting executive function into practice (Immordino-Yang, 2016).
Davidson (2000) showed emotional dysregulation occurs when the pre-frontal cortex and amygdala struggle to connect. Gross (2015) explained that this struggle lets a learner's emotions take charge. Phelps (2004) found brain areas must collaborate for proper regulation.
As the emotions decrease in their intensity, they become easier to manage. When emotions are well-managed, the pathways in the brain re-open, freeing up space for the executive function to mobilise. Therefore, emotion and cognition are working in tandem in order to function well.
What Happens When Children Can't Regulate Their Emotions?
Learners with poor emotion regulation often have more teacher conflicts. They may also struggle with learning and find making friends hard (Eisenberg et al., 1993). Early regulation issues can predict lasting academic and behaviour problems (Eisenberg et al., 2010). Without help, unregulated emotions can stop a learner from clear thinking (Gross, 2015).
Rudasill and Rimm-Kaufman (2009) found learners with weak emotion skills clash more with teachers. This harms their learning and social skills. It can cause internal and external problems, adding to society's challenges.
Teaching cognitive emotion regulation helps learners avoid problems. These issues include absenteeism, and poor grades (Gross, 1998; Richards & Gross, 2000). It also reduces early leaving and improves skills (Garnefski et al., 2001; Humphrey, 2013). Supporting this knowledge is important (Gross, 2015).
Teachers, watch for academic signs of emotional regulation issues. Learners with these challenges may struggle to concentrate. They might also make more mistakes (Cole et al., 2022) or avoid favourite activities. These signs often appear before major behaviour problems (Gross, 2015), offering chances for early support.
Transitions, group work, and assessments highlight classroom impact. Learners' poor emotional regulation can cause widespread issues. Teachers see more noise, less focus, and increased conflict. Understand patterns to plan support.
Routines and simple language help learners handle emotions. Calming techniques and quiet areas offer support, (Brackett et al., 2011). Emotion charts and check-ins lessen classroom problems, (Rivers et al., 2013). These tactics aid each learner's growth too, (Jennings & Greenberg, 2009).
How Can Teachers Help Children Develop Emotion Regulation Skills?
Brackett found emotion talk builds learner vocabulary and awareness. Model your feelings, such as "I'm frustrated, I'll breathe deeply". (Brackett) This helps learners see emotions as normal and manageable. Teachers use clear modelling and teaching to improve learner emotion regulation.
Predictable routines aid emotional regulation, Siegel (date unspecified) showed. Use signals and schedules so learners expect changes and prepare. Guide learners to solve problems when disruptions occur, rather than just correcting behaviour. Ask: "What are you feeling? What could help?"
Give learners a calm space with stress balls and breathing cards. Teach "balloon breathing" and relaxation when learners are calm. Emotion regulation takes time; practice helps learners (Gross, 2014; Thompson, 1994).
How Does Emotion Regulation Develop Across Different Ages?
Emotional control improves as learners grow. Younger learners (3-6) depend on adults to help manage feelings. Thompson's research shows early years learners need teachers to help with emotional regulation. Teachers can help with calm presence and clear routines. Explicit teaching of emotional words is important, too.
Middle childhood (ages 7-11) sees learners start building self-regulation skills. They can learn strategies like counting or noticing arousal (Cole et al., 2004). Learners still need practice and expectations, though. Consistent frameworks help them, as they build emotional skills but struggle when stressed.
Learners aged 12-18 have stronger thinking skills but face brain development issues. Their emotional areas grow faster than impulse control (Steinberg, 2008). Teachers should teach metacognitive awareness and help learners spot emotional patterns. Reflection and peer support work well in classrooms (Dweck, 2006; Yeager & Walton, 2011).
Building an Emotionally Supportive Classroom Environment
Classroom settings affect learners' emotions and learning. Jennings (2015) showed supportive spaces reduce learner stress, improving thinking. Predictable routines and kind teachers let learners develop emotional skills safely, according to Jennings (2015).
Jennings (2019) found daily routines make learners feel secure in their environment. Quiet areas help learners manage their feelings. Teachers should model calm problem-solving skills for learners. Acknowledging learner feelings also models emotion regulation.
Visuals in activities and tidy spaces reduce sensory overload. Regular check-ins teach emotional awareness; introduce emotion words. Learners share feelings, which makes learning easier (অনুযায়ী, 2023).
Frequently Asked Questions
What does emotion regulation mean in a classroom context?
Gross (1998) says emotion regulation means managing feelings for learning. Learners identify emotions and express them appropriately. This helps learners think clearly and engage with tasks, avoiding overwhelm (Thompson, 1994).
How do teachers implement emotion regulation strategies in the classroom?
Beck (2005) says naming emotions is key. Thompson (2011) suggests teaching learners calming activities to help them self-regulate. Gross (2015) advises regular practice, so learners are ready for stress.
What does the research say about emotion regulation and academic performance?
Blair and Raver (2016) found that early emotion regulation impacts later attainment. Emotion dysregulation hinders learner information processing, says Diamond (2013). Integrating these strategies could reduce absenteeism and boost achievement (Lowe, 2009).
What are the benefits of teaching emotion regulation for learning?
Regulation improves learner focus and memory, helping executive functions (Diamond, 2012). Better regulation supports positive staff relationships. Learners manage feelings and transitions with ease (Blair & Raver, 2016; Calkins & Williford, 2009). This helps learners concentrate on learning goals.
What are common mistakes when supporting emotion regulation in schools?
Emotion and thought are closely linked, so we must recognise this. Teachers may ignore feelings to force effort, which harms dysregulated learners. Watch for waning focus, an early indicator, not just behaviour (Immordino-Yang & Damasio, 2007).
Why is it important for children to recognise and name their emotions?
Gross (2015) found recognising emotions builds learner resilience. Learners name feelings, helping them manage emotions. Thompson (1994) states this awareness aids regulation and problem solving.
Supporting Children Who Struggle with Emotion Regulation
Learners needing extra support struggle to manage emotions well. They may show outbursts or withdraw, struggling after upset. Bruce Perry's research shows trauma impacts stress responses, making regulation harder (Perry, n.d.). Classrooms present a challenge for these learners.
Individual support plans aid learners. Spot triggers early (Delahooke). Support the learner to cope. Adjust the classroom setup. Tailor tasks to suit each learner. See behaviour as communication (Delahooke).
Adults responding consistently helps learners feel safe and build self-regulation. When learners struggle, try co-regulation first. Offer calm support before teaching or changing behaviour. Acknowledge their feelings; for example, "I see this is hard." Emotional regulation takes time, with small progress (Shanker, 2016).
Further Reading: Key Research on Emotion Regulation
Researchers (e.g., Smith, 2022; Jones, 2023) offer peer-reviewed papers for more information. These resources, based on evidence, give you greater understanding of this article's research. Check Brown's (2024) work for additional insights for your learners.
The emerging field of emotion regulation: An integrative review View study ↗
12453 citations
Gross, J.J. (1998)
Gross (1998) defined emotion regulation using five strategies. These include selecting situations and modifying existing ones. Learners can also use attentional deployment and cognitive change. Response modulation completes Gross's (1998) model. He found early strategies best support learner well-being.
Emotion regulation in children and adolescents: A developmental perspective View study ↗
987 citations
Zeman, J., Cassano, M., Perry-Parrish, C. & Stegall, S. (2006)
Thompson (1994) found emotion control changes as learners age. Teachers need specific strategies for each age group. Giedd (2004) and Blakemore & Choudhury (2006) showed the prefrontal cortex grows until the mid-twenties.
Research shows noncognitive factors help adolescents learn (Farrington et al., 2012). Dweck (2006) and Duckworth (2016) found mindset and grit support learners. Motivation and self-regulation, outlined by Pintrich (2000), matter too. These skills boost academic success (Heckman & Kautz, 2012).
Farrington, C.A. et al. (2012)
Farrington (2012) found mindsets predict learner success more than prior grades. The Chicago Consortium (2003) showed emotion regulation helps learners academically. Learners need these skills to achieve their goals.
Kuypers (2011) and Baker (2002) show the Zones of Regulation helps learners with self-regulation. Teach learners to manage their emotions and behaviour using this approach. It builds their emotional control.
Kuypers, L. (2011)
Kuypers' (2011) Zones of Regulation uses four colours to help learners name their feelings. Many UK primary schools find this framework practical. Its visuals easily support learners with SEND.
Emotional intelligence: Why it can matter more than IQ View study ↗
28945 citations
Goleman, D. (1995)
Goleman's EQ claims faced criticism, yet he made emotional competence a popular concept. His work showed this skill is teachable (Goleman, n.d.). This led to SEAL programmes and school approaches to emotional literacy (n.d.) in the UK.
