Teachers’ responses to children in emotional distress: A study of co-regulation in the first year of primary school in Norway

Abstract

The purpose of this study was to explore how first-grade teachers respond to pupils in emotional distress within the framework of co-regulation. Coregulation in this context refers to an adult-child interactive process that supports children in learning to regulate their emotions. We conducted focus group interviews at four primary schools in southern Norway using video clips as prompts to initiate discussions about children's emotions and teachers' responses to them. Findings indicate that teachers' use many of the skills indicative of co-regulation, such as providing affirmation of children's emotions and modelling self-regulation. However, discussions within two of the focus groups were strongly dominated by attention to pragmatic solutions to resolve the conflicts as quickly as possible, which may reduce opportunities for co-regulation. This position poses a challenge with respect to the need for warm, trusting relationships based on an expectation that young pupils' emotional needs will be met.

Emotion Regulation in the Classroom: A Network Approach to Model Relations among Emotion Regulation Difficulties, Engagement to Learn, and Relationships with Peers and Teachers

“…Engagement is an important predictor of student performance (e.g., Klem & Connell, 2004 ) and mediates the relation between students’ emotions and their academic achievement (Linnenbrink-Garcia & Patall, 2015 ; Pekrun & Linnenbrink-Garcia, 2012 ). Student engagement encompasses behavioral and emotional components (Appleton et al, 2008 ; Fredricks et al, 2004 ). Behavioral engagement refers to students’ effort, attention, and persistence while initiating and participating in learning activities (Skinner et al, 2009 ).…”

Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation

“…Further, other important behaviours include coaching and modelling (Murray et al, 2015). Lastly, first-grade teachers also reported the need to acknowledge children's emotion and have a conversation with them about their actions (Kostøl and Cameron, 2020). All these actions help the learner to internalize the co-regulation strategies they experienced.…”

Systematic Observation of Emotional Regulation in the School Classroom: A Contribution to the Mental Health of New Generations

“…When students have more adult support in school, they exhibit more positive emotions during learning activities as well as greater effort, focus, and persistence by initiating and taking part in learning activities. In this regard, Frivold Kostøl and Cameron [ 10 ] noted that in order to mitigate the possible adverse effects of emotion, teachers could develop behaviors that support effective emotional regulation: (a) help students control their behavior when they are angry, (b) facilitate emotional awareness in students and promote an acceptance of emotion through participation in conversations and debates with students on a range of emotional responses in the classroom and life events, and (c) allow the expression of emotions that the student can experience, supporting them to express their thoughts and feelings.…”