Educators' emotional work in service of high school students with emotional and behavioral disabilities: A case study of a sub-separate alternative program

Abstract

In this case study, we explore the emotional experiences of educators working in an alternative program for students with emotional and behavioral disabilities (EBD). Through thematic analysis of data from open-ended interviews with 11 educators, we investigate how educators make sense of their decisions to regulate the display of their emotions. We find that educators' strategic use of their emotional expressions to serve students is informed by two forms of emotional work: 1) gathering data on students' emotional needs and competencies and 2) defining and negotiating their roles and responsibilities within the organizational system. We discuss implications for researchers, teacher educators, and school leaders.