Somerville, Matthew P;
Midouhas, Emily;
Delprato, Marcos;
Whitebread, David;
(2024)
Help Me If You Can I'm Feeling Down: Supporting Children's Emotion Regulation and Well-Being in the Primary Classroom.
School Mental Health
, 16
pp. 577-591.
10.1007/s12310-024-09668-4.
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Abstract
Children living in socioeconomically disadvantaged communities face distinct stressors when compared to those from more advantaged backgrounds. Research indicates higher levels of child well-being may buffer against the negative effects of stress and adversities, with supportive teacher behaviors playing a key role in promoting well-being. However, the mechanisms underlying these connections remain unclear. Extending past research linking teacher behaviours and well-being, the present study included emotion regulation as a potential candidate mechanism that might account for these connections. Questionnaire data were collected from 508 pupils (265 female, Mage = 9.9) in 31 classrooms across 8 primary schools in low-socioeconomic neighbourhoods of New Zealand. Utilising multilevel modelling the study found that teacher support significantly predicted emotion regulation and well-being, and that teacher support indirectly predicted well-being through emotion regulation. Both emotion regulation and teacher behaviours are amenable to intervention; thus, a better understanding of how they work together to predict well-being is likely to inform future intervention efforts to promote children’s well-being.
| Type: | Article |
|---|---|
| Title: | Help Me If You Can I'm Feeling Down: Supporting Children's Emotion Regulation and Well-Being in the Primary Classroom |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s12310-024-09668-4 |
| Publisher version: | https://doi.org/10.1007/s12310-024-09668-4 |
| Language: | English |
| Additional information: | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| Keywords: | Emotion regulation, Primary school, Socioeconomic status, Teacher support, Well-being |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10192585 |
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