In the intricate landscape of modern education, the emotional well-being and regulation of teachers stand as pivotal factors influencing both teaching efficacy and student outcomes. A recent comprehensive scoping review conducted by Wang and Yin delves into the nuanced realm of emotion regulation among STEM (Science, Technology, Engineering, and Mathematics) educators, illuminating a dimension of teaching often overlooked yet critically impactful. Their research, published in the International Journal of STEM Education in 2025, synthesizes current knowledge and sets a foundation for a deeper understanding of how STEM teachers navigate the complex emotional challenges inherent to their profession.
At the heart of this exploration lies the recognition that teaching, particularly in the STEM fields, transcends the mere transmission of knowledge. It is an emotionally charged process where teachers continuously engage with students’ diverse needs while managing their own affective responses to stress, frustration, and success. STEM teachers frequently encounter unique pressures stemming from rapid technological advances, curriculum changes, and the demand for constant upskilling. This environment makes emotion regulation not only a personal necessity but a professional imperative.
Wang and Yin’s review meticulously maps out the existing literature on emotion regulation strategies employed by STEM teachers, highlighting a spectrum that ranges from cognitive reappraisal to expressive suppression. Cognitive reappraisal involves altering one’s interpretation of a situation to change its emotional impact, whereas expressive suppression refers to inhibiting the outward signs of inner feelings. The study’s synthesis points to a predominance of cognitive reappraisal as a more adaptive and effective regulatory mechanism in educational settings, supporting teachers in maintaining classroom composure and fostering positive learning atmospheres.
A crucial insight from the review emphasizes the interplay between emotion regulation and teacher identity. STEM educators often face stereotypical perceptions that prioritize logic and objectivity over emotional expression, potentially stigmatizing the acknowledgment of affective experiences. This cultural backdrop may predispose teachers toward suppression, which, although effective short-term, correlates with increased stress and burnout over time. The authors suggest that professional development must address this cultural dynamic to promote healthier, more sustainable emotional practices.
Emerging from the review is a call for more systemic support structures within educational institutions. The authors argue that individual-level strategies, while valuable, are insufficient in isolation. Schools and universities must cultivate environments where emotional experiences are validated and constructive dialogues about feelings related to workload, classroom management, and professional challenges are encouraged. Embedding emotion regulation training into teacher education programs could empower future educators with the skills to navigate their affective landscapes proactively.
The research also reveals gaps in the current empirical data, particularly around the longitudinal effects of emotion regulation practices among STEM teachers. While cross-sectional studies abound, the authors note a paucity of research tracking how teachers’ regulatory strategies evolve over time and impact their career trajectories, mental health, and student engagement. Addressing these gaps could unlock transformative insights into sustaining teacher well-being in high-demand STEM disciplines.
Another intriguing dimension explored is the impact of technological tools on emotion regulation. The integration of digital platforms in STEM education introduces new stressors, including the need for constant adaptation and the pressure to deliver virtual instruction effectively. Conversely, technology can offer novel resources for stress management, such as apps for mindfulness and emotional monitoring. Wang and Yin advocate for further interdisciplinary research to harness these technological potentials in support of teachers’ emotional health.
In terms of practical applications, the review encourages tailored emotion regulation interventions that reflect the specific challenges of STEM teaching. Unlike general education contexts, STEM instruction often involves complex problem-solving and abstract thinking, which can amplify emotional arousal. Training programs designed with these unique stressors in mind are more likely to resonate and produce meaningful improvements in teacher performance and satisfaction.
Moreover, the authors underscore the importance of recognizing diversity among STEM teachers, noting that factors such as gender, years of experience, and cultural background influence emotional responses and regulation styles. Intersectional approaches to research and intervention can ensure that strategies are equitable and inclusive, addressing the needs of a varied teaching workforce.
The implications of Wang and Yin’s findings extend beyond individual educators to the broader educational ecosystem. Emotionally regulated teachers contribute positively to school climate, fostering environments conducive to inquiry, collaboration, and innovation—hallmarks essential for thriving STEM education. This ripple effect reinforces the societal imperative to prioritize teacher emotional health as a strategic educational goal.
Contemplating the future of STEM education, the review illuminates a pressing challenge: balancing the cognitive demands of teaching with the emotional labor it entails. STEM teachers, often celebrated for intellectual rigor, require equal acknowledgment for their emotional resilience. This paradigm shift, supported by empirical rigor, could redefine teacher support systems and educational policies worldwide.
Wang and Yin’s synthesis calls for multi-level collaborations among researchers, policymakers, and practitioners to implement comprehensive frameworks that integrate emotion regulation into the fabric of STEM education. Such collaborative models promise not only to reduce teacher attrition and enhance well-being but also to elevate student achievement through more emotionally attuned pedagogy.
In conclusion, the scoping review by Wang and Yin offers a groundbreaking lens on the intersection of emotion regulation and STEM teaching. It challenges prevailing narratives that marginalize emotions in scientific education, asserting that emotional competency is a cornerstone of effective teaching. Their work propels the dialogue forward, inviting stakeholders in education to rethink, research, and reform how emotions are understood and managed in the heart of STEM classrooms.
By foregrounding the emotional experiences of STEM teachers, this research addresses an urgent gap in the literature and practice. As education systems worldwide grapple with teacher shortages, burnout, and shifting pedagogical demands, such insights are invaluable. They not only enrich academic discourse but energize practical strategies dedicated to nurturing resilient, passionate, and impactful STEM educators for generations to come.
Subject of Research: Emotion regulation among STEM teachers and its impact on teaching efficacy and well-being.
Article Title: Investigating the emotion regulation of STEM teachers: a scoping review.
Article References:
Wang, X., Yin, H. Investigating the emotion regulation of STEM teachers: a scoping review.
IJ STEM Ed 12, 21 (2025). https://doi.org/10.1186/s40594-025-00542-6
Image Credits: AI Generated
