Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning.

Abstract

Emotion regulation skills are critical to young children's school readiness and later academic achievement, as well as educators' efficacy, stress, and job satisfaction. In this article, we demonstrate how the science of emotion regulation can be translated into practical steps for educating teachers and students in schools. We begin with the crucial role of supporting educators in developing their own emotion regulation skills. We also discuss concrete and accessible tools that can be used to support both educators' own skill development and that of their students. We demonstrate how educators can integrate the teaching of emotion regulation through direct instruction, its integration into existing curricula, and daily practices and routines. The examples we provide are part of RULER, an evidence-based, whole school approach to social and emotional learning (SEL) that was developed at the Yale Center for Emotional Intelligence. RULER is grounded in the theory of emotional intelligence, which emphasizes the critical role of emotion regulation in healthy development.

Impact of Emotional Intelligence on Burnout among Spanish Teachers: A Mediation Study

“…A better understanding of the decreasing effect of each of the emotional abilities on the specific dimensions of burnout symptoms could be the key for the development of effective burnout intervention and prevention helping teachers to return to work (Ahola et al, 2017;Capone et al, 2019;Gálvez-Iñiguez, 2018). In consequence, there has been an increase in the implementation of emotional skills training in schoolteacher population due to the evidence of their effectiveness in reducing teacher stress and enhancing well-being and satisfaction with their jobs (Gilar-Corbi et al, 2018;Hoffmann et al, 2020;Sandilos et al, 2020;Schoeps et al, 2019;von der Embse et al, 2019).…”

“…Consequently, teachers may experience less work stress and greater job satisfaction, retire later from their job, and be more self-efficient in the classroom (Hopman et al, 2018). Thus, the implementation of emotional skills training in schoolteachers is increasingly becoming an institutional priority, given the deep advantages they entail regarding schoolteachers' welfare (Hoffmann et al, 2020;Sandilos et al, 2020;Schoeps et al, 2019;von der Embse et al, 2019).…”

Smarter, Not Harder: A Toolbox Approach to Enhancing Self-Control

“…Priority 4: Develop and evaluate “toolbox” interventions. Currently, several nascent research programs train educators to teach school-aged children how to use the tools that scientists have identified as facilitating self-control (Hoffmann et al, 2020; John Templeton Foundation, n.d.). These programs adopt a metacognitive approach: teaching people about the science underlying emotion and self-control; this assumes that if a person understands how these processes work—and has tools to help regulate their thoughts, feelings, and behavior—they will draw on this knowledge in daily life to help meet their goals.…”

Valoración Del Programa De Educación Emocional Para Docentes (Mademo)

“…Durante las últimas tres décadas han proliferado las iniciativas para integrar la educación emocional en el ámbito escolar (Hortigüela et al, 2017). El interés por enseñar habilidades emocionales en las aulas viene sustentado por la literatura científica, que ha evidenciado que educar en emociones conduce a una mejora en la convivencia, la salud mental y el bienestar, no solo de los alumnos, sino también de los docentes, que cuentan con más recursos para gestionar situaciones conflictivas (Brackett y Katulak, 2007;Hoffmann et al, 2020;Nathanson et al, 2016). Por tanto, el desarrollo de las habilidades emocionales es un prerrequisito para que estudiantes y educadores pongan en marcha dinámicas saludables, productivas y motivadoras en el aula que contribuyan al éxito académico y profesional (Markowitz y Bouffard, 2020).…”