Assisting School Personnel in Guiding Pupils in Regulating Their Emotional States
In recent years, the challenge of managing emotional distress in classrooms has become increasingly pressing, with educators and school leaders recognizing the importance of teaching self-regulation to students.
Sara Mead, an education expert, emphasized over a decade ago that teaching self-regulation is not about stifling nonconforming kids, but about fostering emotional intelligence and resilience. This perspective has gained traction in the education community, especially as the surge in emotional-regulation challenges among young students has come to light. According to recent EdWeek news reporting, titled "'Crying, Yelling, Shutting Down': There's a Surge in Kindergarten Tantrums. Why?", emotional outbursts in classrooms have become more common, highlighting the need for effective strategies to address this issue.
Elementary school principal Ian Knox argues that the challenge of dysregulated students in the classroom has sparked stress, burnout, and unsafe conditions for teachers and peers. To combat this, Knox offers three actionable steps for addressing the crisis of dysregulated youngsters in his essay "Kindergartners Are Struggling With Self-Regulation. How Principals Can Respond".
One strategy for managing emotional distress in the classroom is integrating physical activity, as suggested by Kendall Stallings in her essay "Get Kids Moving During Math Lessons. Trust Me, It Helps Them Learn". This approach not only curbs disruptive behaviors but also reinforces content mastery.
Another strategy comes from educator Kareem Farah, who observed severe emotional dysregulation affecting class time and lesson plans in 2023. In his article "How to Manage Emotional Distress in the Classroom", Farah offers four strategies for educators to manage emotional distress effectively.
The emotional intelligence of teachers and students are intertwined, as argued by Houston Kraft and Jenni Donohoo in "How Teacher Confidence and Emotional Regulation Can Drive Student Success". The ability of a principal to manage emotions, particularly interpersonal regulation, is crucial for teacher retention, job satisfaction, and school sustainability. This was highlighted by Marc Brackett, James Floman, and Robin Stern from the Yale Center for Emotional Intelligence.
On Sept. 18, a free, virtual roundtable discussion about "The Power of Emotional Regulation to Drive K-12 Academic Performance and Well-Being" will be held. EdWeek Opinion contributor Peter DeWitt will moderate this discussion, focusing on the power of emotional regulation in driving K-12 academic performance and well-being. Researchers Eliya Ahmad and Zi Jia Ng will also contribute, suggesting distraction as a strategy for self-regulation in the classroom.
Longtime educator Larry Ferlazzo asked 25 educators and researchers how teachers can help students develop self-control in a four-part series in 2016. The series included articles such as "Self-Control Can Be Learned. Here's How", "Student Autonomy Is a Prerequisite of Self-Control", "Self-Control Doesn't Just Happen, It Needs to Be Taught", and "Learning Self-Regulation Is Needed on Path to Academic Success".
While specific names of principals who implemented special measures to improve emotional regulation among students in recent years are not publicly documented in detail, the focus on emotional regulation in schools is undeniable. The roundtable discussion on Sept. 18 promises to be an insightful event for anyone interested in this topic.
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