Abstract
Students can gain a range of skills and knowledge from interactions in schools, including emotional competencies such as regulation of emotions. Teachers are positioned to support students’ development of emotion regulation in the social context of school. We sought to determine K-12 teachers’ sense of responsibility, preparation, engagement, comfort, and approach to teaching students emotion regulation. The quantitative and qualitative data we gathered from 155 general K-12 classroom teachers revealed a sense of responsibility, low preparation, varied engagement, and low to moderate comfort. We found differences by grade levels, school location, and teacher education level. There was moderate alignment between how the teachers regulate their emotions and the emotion regulation processes they teach their students. We share implications for school psychologists and suggest multiple directions for future research.
Highlights
Students can gain a range of skills and knowledge through their school experiences that influence their development and long-term well-being (Carter, 2016; McCaslin & Good, 1996)
Our study addressed the limited research reported in the literature by exploring elementary, middle, and high school general classroom teachers’ engagement in emotion regulation strategies and if and how they teach the strategies they use with their students
We found the teachers agreed that they would like to know more about how to teach students emotion regulation (M = 3.98, SD = .77, Mdn = 4.00)
Summary
Students can gain a range of skills and knowledge through their school experiences that influence their development and long-term well-being (Carter, 2016; McCaslin & Good, 1996). Students’ social interactions in schools are likely to influence their emotional learning, including their ability to regulate emotions. Briudgeland et al (2013) recognize a gap in the research aligned with our focus and call for more empirical studies that explore classroom level teaching of social emotional learning. We were not able to find any empirical studies that linked a general sampling of general classroom teachers’ personal emotion regulation with how they teach their students to self-regulate their emotions. Our research addressed these gaps in the literature as we explored PreK-12 teachers’ perceptions and practices for teaching their students to regulate their emotions
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