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Direct linkMelanie N. Smith; Reeti R. Douglas – Journal of Occupational Therapy, Schools & Early Intervention, 2024
A student's ability to participate effectively within a classroom environment is dependent on a multitude of factors. However, two such factors, sensory processing and self-regulation skills, are often not well understood by teachers due to limited training and education on these topics. Current research indicates that teachers report managing…
Descriptors: School Health Services, Occupational Therapy, Allied Health Personnel, Sensory Experience
Antony Fute; Yifan Feng; Feifei Huang; Xiangdan Zhao; Daniel Kangwa; Mohamed Oubibi – Discover Education, 2025
Students' excessive reliance on mobile phones during English classes diminishes their learning engagement and understanding, which in turn affects their academic performance. Teachers' prior observations at our selected university indicated that smartphone usage among English learners varied significantly across class groups and among individual…
Descriptors: College Freshmen, Handheld Devices, Telecommunications, Addictive Behavior
Fabian Gunnars – Journal of Special Education Technology, 2024
Digital technology in primary education can both be distracting and increase attentiveness. Many students with Special Educational Needs (SEN) have difficulties with skills that address attention, and teachers are expected to provide support. Such skills are referred to as Executive Function (EF) in neuroscience, relating to self-regulation,…
Descriptors: Educational Technology, Attention, Executive Function, Self Control
Delphine Martinot; Ann Beaton; Birsen Gul – Social Psychology of Education: An International Journal, 2025
Correlational research has shown that experiencing personal relative deprivation is negatively related to adolescents' psychological health and school engagement. Two studies are designed to experimentally test the causal effect of personal versus collective relative deprivation in the classroom context on adolescents' self-esteem and school…
Descriptors: Causal Models, Disadvantaged Environment, Well Being, Adolescents
Nicole B. Doyle; Jason T. Downer; Sara E. Rimm-Kaufman – School Mental Health, 2024
Today's teachers face intense stress (Robinson et al. in School Mental Health 15(1):78-89, 2023), which means they often need to regulate strong emotions, like frustration and anxiety, in the classroom. Given the importance of this skill for classroom life, it is essential that we gain a more nuanced understanding of teachers' emotion regulation…
Descriptors: Mental Health, Self Control, Elementary School Teachers, Classroom Techniques
Emma M. McMain – Power and Education, 2024
School rules, classroom norms, and social and emotional learning (SEL) modules carefully define, hone, and regulate what counts as "appropriate" and "inappropriate" behavior from students. While the stated intention behind these practices is typically to promote a sense of safety, well-being, and productivity in schooling,…
Descriptors: Social Emotional Learning, Student Behavior, Well Being, Social Bias
