Educators Assist Pupils in Navigating their Emotional Landscapes

In the realm of education, emotional intelligence is emerging as one of the most vital tools in a school leader's toolkit. According to Marc Brackett, James Floman, and Robin Stern from the Yale Center for Emotional Intelligence, a principal's ability to manage their own emotions and those of their staff (interpersonal regulation) is crucial for teacher retention, job satisfaction, and school sustainability.

Simultaneously, researchers Eliya Ahmad and Zi Jia Ng suggest that distraction, when used strategically, can be a beneficial strategy for self-regulation in the classroom. Their article, "The Hidden Benefits of Distraction in the Classroom", sheds light on the potential advantages of occasional diversions in fostering focus and learning.

The surge in emotional-regulation challenges among kindergartners is a pressing concern, as highlighted in the EdWeek article, "Kindergartners Are Struggling With Self-Regulation. How Principals Can Respond". Elementary school principal Ian Knox argues that the challenge of dysregulated youngsters has become all the more pressing in recent years.

Teacher Lisa Mazinas found that brief mindfulness exercises made a noticeable difference in student behavior. Her 2023 essay championing mindfulness in the classroom underscores the importance of incorporating such practices in our educational institutions.

Integrating physical activity into class time can also help curb disruptive behaviors and reinforce content mastery. Grade teacher Kendall Stallings, in her essay "Get Kids Moving During Math Lessons. Trust Me, It Helps Them Learn", explains how such an approach can benefit both the learning process and student well-being.

A collective sense of emotional self-efficacy, the confidence to understand and regulate strong emotions, is a core component of a healthy campus, as asserted by Kraft and Donohoo. In their article, "How Teacher Confidence and Emotional Regulation Can Drive Student Success", they argue that the emotional intelligence of teachers and students are intertwined.

Educator Kareem Farah, who observed student-centered instruction in 15 districts, noticed severe emotional dysregulation among students in 2023. In his article, "How to Manage Emotional Distress in the Classroom", he offers four strategies for managing emotional distress in the classroom.

Policy analyst Sara Mead explains that teaching self-regulation in schools is not about stifling nonconforming kids, more than a decade ago. She suggests that fostering emotional intelligence is about equipping students with the skills they need to navigate their emotional landscapes effectively.

Longtime educator Larry Ferlazzo asked 25 educators and researchers how teachers can help students develop self-control in a 2016 four-part series. Prof. Dr. Heidrun Stöger, the educator who published a series on learning self-regulation in 2016, 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".

Elementary school principal Ian Knox offers three actionable steps for addressing the crisis in his article. On Sept. 18, a free, virtual roundtable discussion about "The Power of Emotion Regulation to Drive K-12 Academic Performance and Well-Being" is available for registration, moderated by EdWeek Opinion contributor Peter DeWitt. This discussion promises to delve deeper into the importance of emotional intelligence in our schools and the strategies that can be employed to foster it.