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Teaching emotional regulation
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Authors
Date
2025
Educational Level
ISCED Level 0 Early Childhood Education
ISCED Level 1 Primary Education
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The research focuses on developing emotional self-regulation skills in children within a mainstream primary education setting. The investigation highlights the role of a trusted process, as opposed to reliance on a trusted adult, in facilitating emotional regulation among students with Special Educational Needs and Disabilities (ISEND). Piloted initially in a Year 3 class (children aged 7-8), the aim was to develop a structured, school-wide approach to emotion coaching.
Aims: The primary aim is to explore effective strategies and frameworks that can be employed to foster emotional self-regulation in children, particularly those with emotional dysregulation due to disabilities or other barriers to learning.
Methods: The research employs an action research methodology conducted over two cycles. Each cycle consists of planning, execution, and review phases, with ethical consent sought from participants to protect anonymity. The study is informed by relevant literature that shapes the understanding of emotional regulation and learning processes.
Findings: Children responded positively to visual aids and structured emotion coaching strategies, showing improved emotional regulation and stronger relationships with staff. Over time, pupils internalised the process, reducing reliance on specific adults. Staff reported increased confidence in applying emotion coaching techniques, and pupils demonstrated greater emotional awareness and resilience. Boxall Profile comparisons indicated developmental progress.
Implications: Other educators might explore the outcomes of implementing consistent strategies focused on emotional self-regulation. By examining how structured processes can support children with their emotional regulation, teachers may gain insights into ways that enhance children's independence. Further investigation into the specific practices that foster these skills might also contribute to ongoing discourse surrounding effective interventions in the inclusive educational landscape.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), emotion coaching, trusted process, stress triggers