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Emotional Regulation: SCERTS
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Authors
Date
2025
Educational Level
ISCED Level 0 Early childhood education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study focuses on the integration of Emotional Regulation strategies within the SCERTS model in a mainstream nursery setting, aiming to enhance the understanding of children with Inclusion and Special Educational Needs and Disabilities (ISEND). The research was conducted in the context of developing effective communication methodologies for children exhibiting dysregulated behaviours.
Aims: The primary aim of the research is to explore how synthesising the trajectory schema with a focus on emotional regulation can provide staff with deeper insights into the communicative functions underlying dysregulated behaviours in children. This holistic understanding is intended to improve the educational experience for children with ISEND.
Methods: Action Research was employed to facilitate a cycle of continuous improvement in practice. The research consisted of multiple cycles, with each cycle involving stages of planning, execution, and review. Ethical consent was sought from participants, including parents, ensuring the anonymity of the data collected. The research questions were revised and refined throughout the cycles in response to findings from each phase.
Findings: The findings suggest that by applying the SCERTS model to the understanding of emotional regulation, staff were able to reinterpret dysregulated behaviours as communicative acts. Reading children's communication more effectively, they drew on their understanding of the trajectory schema. This shift in perspective fostered a more empathetic and supportive approach to managing such behaviours, allowing for better engagement with children and a greater understanding of their needs.
Implications: The study offers insights into the ways that understanding emotional regulation can influence teaching strategies in inclusive educational settings. Other educators may learn the potential effectiveness of applying the SCERTS model in their practice, seeing dysregulated behaviours through a communicative lens, which may enhance not only the educational outcomes for children with ISEND but also improve overall classroom dynamics. The iterative process of action research emphasises the importance of reflection and adaptation in teaching approaches.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), Early Years, autism, Social Communication, Emotional Regulation and Transactional Support (SCERTS), trajectory schema