In a rapidly evolving educational landscape, one critical dimension that often goes unnoticed is the emotional well-being of both educators and students. A new systematic review sheds light on the complex interplay between emotion regulation and teaching, revealing vital strategies, contexts, and outcomes that are instrumental in fostering a more effective learning environment. As teachers grapple with diverse classroom demands, the ability to manage emotions effectively emerges as an essential skill, not just for their personal well-being but also for enhancing student outcomes.
Emotion regulation, a term that encompasses the processes by which individuals influence their own emotional experiences, represents a fundamental aspect of teaching. The review by Vogl, Methlagl, and Hanfstingl draws from a wide array of studies, painting a comprehensive picture of how teachers can harness emotional awareness and control to create a conducive atmosphere for learning. This research is timely and essential, especially in light of challenges exacerbated by recent global events, including the pandemic’s toll on education systems worldwide.
Throughout the review, the authors dissect various strategies teachers employ to regulate their emotions effectively. These strategies include cognitive reappraisal, which involves changing one’s perspective on an emotionally charged situation, and expressive suppression, where individuals inhibit outward emotional displays. Understanding these strategies equips educators with the tools they need to navigate intense classroom situations, whether that involves managing their response during a critical performance review or addressing a heated classroom discussion around sensitive issues.
Moreover, the context in which these strategies are applied plays a significant role in their effectiveness. The review showcases findings from diverse educational settings, highlighting that teachers operating in supportive environments—characterized by collegial relationships, administrative support, and beneficial school policies—are more adept at regulating their emotions. This contextual understanding underscores the importance of institutional support in fostering a culture of emotional health within schools, allowing teachers to model effective emotion regulation strategies for their students.
The outcomes of effective emotion regulation extend beyond the teacher’s personal emotional state, significantly affecting student engagement and learning outcomes. According to the systematic review, teachers who excel in emotional regulation tend to create a more positive classroom atmosphere. This effect translates into higher levels of student motivation, enhanced academic performance, and better social interactions among peers. The ripple effects of a teacher’s emotional state are thus profound, signifying that educators must prioritize their emotional health as part of their professional duties.
In addition, the review presents intriguing insights into the training and professional development opportunities available for teachers. Many programs still fall short in addressing the emotional dimensions of teaching, focusing predominantly on pedagogical strategies and content knowledge. However, the authors stress that comprehensive training must integrate emotional intelligence and regulation skills, equipping teachers to handle not only their emotions but also those of their students. This approach can transform classrooms into more supportive learning environments that prioritize the emotional needs of every participant.
It is also essential to acknowledge the nuances of cultural differences in emotion regulation. The review points out that strategies may vary significantly across cultural contexts, influencing how teachers and students interact with emotions in the classroom. This is particularly relevant in an increasingly multicultural educational landscape, where educators are tasked with understanding the diverse emotional needs that arise from varied cultural backgrounds. A one-size-fits-all approach to emotional regulation is inadequate; instead, tailored strategies that acknowledge cultural contexts are needed for truly effective teaching.
Another worthy mention in the review is the role of technology in emotion regulation within educational settings. With the rise of digital tools in teaching, educators have new avenues for managing both their own emotions and those of their students. For instance, online platforms that provide real-time feedback can help teachers assess their emotional states and adapt their approaches accordingly. Likewise, tools that facilitate peer interactions and discussions can foster emotional awareness among students, leading to a more empathetic classroom culture.
The review also highlights the potential pitfalls of neglecting emotion regulation in teaching. Teachers who struggle with their emotions may inadvertently project negativity into the classroom, leading to a toxic atmosphere that stifles learning and growth. The literature indicates a worrying trend of burnout and stress among educators, often resulting from the inability to manage emotional demands effectively. Consequently, there is a pressing need for educational institutions to prioritize emotional well-being as a vital component of teacher training and ongoing support.
As education continues to grapple with the aftermath of COVID-19, the review’s findings are especially relevant. The pandemic has brought into sharp focus the emotional struggles faced by both teachers and students, emphasizing the necessity of incorporating emotion regulation strategies into educational frameworks. Failure to do so risks widening the existing gaps in student achievement and emotional well-being.
Looking ahead, the systematic review by Vogl and colleagues represents a clarion call for educators, administrators, and policymakers alike. It urges stakeholders to recognize the pivotal role of emotion regulation in teaching and learning contexts and advocates for the practical implementation of strategies that can enhance emotional well-being. The authors argue that investing in emotional health is not merely an ancillary concern; it is foundational for creating thriving educational ecosystems.
In sum, the systematic review serves as a reminder that teaching is as much an emotional labor as it is an intellectual pursuit. Teachers are not just content deliverers; they are emotional architects shaping the experiences and futures of their students. By fostering environments where emotions are acknowledged, regulated, and transformed into positive forces for learning, we can redefine the educational experience for future generations.
The critical takeaway from the review is the urgent need for holistic approaches to teacher training and educational policy that prioritize emotional regulation. As we move forward in an ever-complex educational landscape, equipping teachers with the necessary emotional tools will help bridge the gaps in learning and support the continuous growth of both educators and students in navigating their emotional worlds.
Subject of Research: Emotion regulation in teaching
Article Title: A systematic review of strategies, contexts and outcomes of emotion regulation in teaching
Article References:
Vogl, P., Methlagl, M. & Hanfstingl, B. A systematic review of strategies, contexts and outcomes of emotion regulation in teaching.
Discov Psychol 5, 74 (2025). https://doi.org/10.1007/s44202-025-00417-5
Image Credits: AI Generated
DOI: 10.1007/s44202-025-00417-5
Keywords: Emotion Regulation, Teaching Strategies, Teacher Well-Being, Student Outcomes, Educational Contexts
