Panic attacks are common in adolescents and are experienced in several mental health difficulties. In adults, cognitions during panic attacks comprise mental images as well as thoughts. No qualitative research into panic attacks has been conducted with adolescents. Better understanding of the experience of panic attacks, including the presence and…

Executive Functions (EFs) are crucial top-down processes characterized by cool and hot aspects, required for goal-directed behaviour. Only a few studies evaluated and trained concurrently cool and hot EFs. Therefore, we promote a training aiming to enhance both EFs components. A total of 91 children attending the second year of kindergarten were…

Background and aims: Children with Language Disorders (LDs) can exhibit increased levels of social withdrawal, aggression and problems managing social conflicts. The reasons underlying this pattern of social interaction profiles remain unclear. This qualitative study aimed to document the nature of social interactions between children with LDs and…

Students value school success but often experience classroom norms implying that learning is easy and succeeding in school is not difficult. Applying an identity-based motivation (IBM) lens highlights three ways succeed-with-ease-not-effort norms can undermine students' grades and increase their risk of course failure. Succeed-with-ease-not-effort…

This paper reports on a study set in Wales where the Further Mathematics Support Programme Wales supports the provision of an advanced qualification in mathematics for 16- to 18-year-old students with courses delivered in reduced teaching time. The study aimed to understand how the students experienced the Further Mathematics (FM) courses which…

To succeed in classrooms, students must possess emotional-regulation skills, engage in positive social interactions, and trust teachers. Students coming from backgrounds including poverty and trauma may not possess these, as chronic stress has been shown to lead to impulsivity, poor emotional-regulation skills, and lower executive functioning.…

Learning to regulate aggressive impulses is a significant developmental milestone for preschoolers. To date, there is no consensus about whether rough-and-tumble play (RTP) is positively or negatively related to the regulation of aggression. This study examined the relation of RTP with children's levels of emotion regulation and aggression. RTP of…

Objective: The aim of the study is to design and evaluate the Strategy Awareness and Use Questionnaire to estimate students' awareness and use of strategies that optimize control of attention and/or compensate for stress on an executive system due to environmental and/or neurobiological influences. Participants: One hundred and forty-eight…

The regulation of language learners' emotions by affective, or emotion-regulation strategies has received limited research attention. This gap is being filled among others by researchers who have developed and are applying a new research tool called Managing Your Emotions for Language Learning (MYE). It is based on the vignette methodology to…

Background: Developmental language disorder (DLD) has clear functional ramifications in the areas of social competency, emotion recognition, emotional well-being and literacy skill, which have been found to persist from childhood to adolescence. These domains are important factors during the transition from primary to secondary school in typical…

In this report, the authors examined the relationship between social and emotional (SE) skills, school climate, educator variables, and educator burnout. Mosaic Educator, an assessment designed for teachers and school staff, was completed by a sample of educators in several regions of the country during the spring of 2022. This assessment measured…

There has been a significant rise in mental health needs in adolescents, and the COVID-19 pandemic has severely disturbed everyday life, causing an increase in anxiety and social isolation amongst adolescents throughout the world (CDC, 2017; Yale Child Study Center, 2020). Effective Tier 1 social-emotional universal interventions to foster…

Continuity of pre-k and kindergarten classroom experiences is a key area of interest for early childhood researchers interested in supporting public pre-k children's development over time. To advance the empirical evidence on this topic, this study examined whether differences in classroom experiences as children transition from pre-k to…

For children and adolescents, developing key social-emotional skills is beneficial to how they grow and learn in their environment. The objective of this study was to evaluate the overall social-emotional skills of African American students in a general education setting using a social-emotional learning program, Strong Kids. This study…

The researchers interviewed six participants from three schools identified as The Leader in Me Lighthouse Schools. Using a qualitative design, the researchers examined teachers' perceptions regarding the effects of social and emotional learning on school climate, student behavior, and academic achievement in elementary schools across central…