“You block yourself from the emotion:” A qualitative inquiry into special education teachers' use of discordant emotional strategies in coping with student aggression

Abstract

Current research has explored teachers' use of expressive suppression and surface acting; however, research on these strategies, in the context of student aggression, is limited. A qualitative study was conducted to better understand female special education teachers' (SETs') use of discordant emotional (DE) strategies in student aggression. Analyses of the 16 semi-structured interviews revealed emotional distancing as a new DE strategy that consists of emotional detachment and emotional separation. Findings suggest SETs' use of emotional distancing differed by their years of teaching experience and “mental work.” Implications for professionals in practice are discussed to improve SETs’ emotional wellbeing.