Creating Inclusive Classrooms for Highly Dysregulated Students: What Can We Learn from Existing Literature?
The ability to self-regulate is a key focus for educators, especially for neurodivergent students, such as those with ADHD, fetal alcohol syndrome, mental health difficulties, autism, and/or anxiety. Students not being able to self-regulate frequently results in their behaviours being labelled as “n...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-07-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/8/504 |
| _version_ | 1797410654432264192 |
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| author | Emma Goodall Charlotte Brownlow Erich C. Fein Sarah Candeloro |
| author_facet | Emma Goodall Charlotte Brownlow Erich C. Fein Sarah Candeloro |
| author_sort | Emma Goodall |
| collection | DOAJ |
| description | The ability to self-regulate is a key focus for educators, especially for neurodivergent students, such as those with ADHD, fetal alcohol syndrome, mental health difficulties, autism, and/or anxiety. Students not being able to self-regulate frequently results in their behaviours being labelled as “naughty” or “challenging” by teachers. Continued dysregulation can lead to periods of suspension and exclusion, impacting both attendance rates for students and their broader families. Previous research has shown that the impacts of poor self-regulation can be wide-ranging, spanning both social and academic outcomes. The broad negative impact of poor self-regulation means that it is important to support families and classroom teachers to effectively improve children’s self-regulation. However, to support families and educators, there is a need to develop and deploy a theoretical framework to suggest why self-regulation may be under-developed and, conversely, how self-regulation may be effectively developed across a wide range of contexts. This paper considers current literature exploring the links between individual experiences of emotions and connections with core abilities of interoception, self-regulation, emotional intelligence, and metacognition. It outlines a hypothesised model of how these abilities intertwine and how supporting core building blocks within educational settings can enable supportive and inclusive educational contexts, providing positive experiences for students and teachers alike. |
| first_indexed | 2024-03-09T04:33:19Z |
| format | Article |
| id | doaj.art-c9c32a48fd3d446da86a3aa7eecb0b69 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T04:33:19Z |
| publishDate | 2022-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-c9c32a48fd3d446da86a3aa7eecb0b692023-12-03T13:33:38ZengMDPI AGEducation Sciences2227-71022022-07-0112850410.3390/educsci12080504Creating Inclusive Classrooms for Highly Dysregulated Students: What Can We Learn from Existing Literature?Emma Goodall0Charlotte Brownlow1Erich C. Fein2Sarah Candeloro3Centre for Health Research, University of Southern Queensland, Toowoomba 4350, AustraliaCentre for Health Research, University of Southern Queensland, Toowoomba 4350, AustraliaSchool of Psychology and Wellbeing, University of Southern Queensland, Toowoomba 4350, AustraliaSchool of Psychology, University of Adelaide, Adelaide 5005, AustraliaThe ability to self-regulate is a key focus for educators, especially for neurodivergent students, such as those with ADHD, fetal alcohol syndrome, mental health difficulties, autism, and/or anxiety. Students not being able to self-regulate frequently results in their behaviours being labelled as “naughty” or “challenging” by teachers. Continued dysregulation can lead to periods of suspension and exclusion, impacting both attendance rates for students and their broader families. Previous research has shown that the impacts of poor self-regulation can be wide-ranging, spanning both social and academic outcomes. The broad negative impact of poor self-regulation means that it is important to support families and classroom teachers to effectively improve children’s self-regulation. However, to support families and educators, there is a need to develop and deploy a theoretical framework to suggest why self-regulation may be under-developed and, conversely, how self-regulation may be effectively developed across a wide range of contexts. This paper considers current literature exploring the links between individual experiences of emotions and connections with core abilities of interoception, self-regulation, emotional intelligence, and metacognition. It outlines a hypothesised model of how these abilities intertwine and how supporting core building blocks within educational settings can enable supportive and inclusive educational contexts, providing positive experiences for students and teachers alike.https://www.mdpi.com/2227-7102/12/8/504dysregulationinclusive classroomsinteroceptionself-regulation |
| spellingShingle | Emma Goodall Charlotte Brownlow Erich C. Fein Sarah Candeloro Creating Inclusive Classrooms for Highly Dysregulated Students: What Can We Learn from Existing Literature? Education Sciences dysregulation inclusive classrooms interoception self-regulation |
| title | Creating Inclusive Classrooms for Highly Dysregulated Students: What Can We Learn from Existing Literature? |
| title_full | Creating Inclusive Classrooms for Highly Dysregulated Students: What Can We Learn from Existing Literature? |
| title_fullStr | Creating Inclusive Classrooms for Highly Dysregulated Students: What Can We Learn from Existing Literature? |
| title_full_unstemmed | Creating Inclusive Classrooms for Highly Dysregulated Students: What Can We Learn from Existing Literature? |
| title_short | Creating Inclusive Classrooms for Highly Dysregulated Students: What Can We Learn from Existing Literature? |
| title_sort | creating inclusive classrooms for highly dysregulated students what can we learn from existing literature |
| topic | dysregulation inclusive classrooms interoception self-regulation |
| url | https://www.mdpi.com/2227-7102/12/8/504 |
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