Reframing Emotion Regulation in the Classroom: The Critical Role of Validation in Teacher-Student Interactions

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Empowerment, Efficacy, Education: Validating Educator SEL (Table 9)

Abstract

This study investigates teachers’ espoused responses to an individual student’s expression of anger. After reading a scenario describing emotionally charged student behavior, 46 Canadian elementary school educators were asked to explain what they would do, why they would do it, and what effect they think their response would have on the student. Qualitative analysis of teacher responses suggested that emotion regulation pedagogy was tripartite and hierarchical: first for the class, then for the teachers themselves, and last for the angry student. Almost no mention of emotion validation was made. The implications of this finding on student mental health, teachers’ delivery of emotion regulation support, and teacher training are discussed.

Authors

• Laurie Faith, University of Toronto - OISE

• Simon Lisaingo, University of British Columbia

• Qiyuan Zheng, University of Toronto - OISE

• Genevieve O'Grady, Peterborough Victoria Northumberland & Clarington Catholic District School Board

• Saul Feinstein, University of Toronto - OISE