Strategies to support students
Emotional Control
Metacognitive questioning: The good news is that emotional regulation can be taught. Of course, you'll need to give some time for the student to calm down after an outburst in class, but find time later to discuss the issue with them in a non-judgmental way. No one can do anything about what has already happened, but these discussions can help the student to avoid outbursts for the next time. Use metacognitive questioning (“What did the emotions feel like? What else could you have tried instead?”). Be a problem-solving ally.
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Explicitly teach about emotions: Support young children by teaching them about emotions and HOW those emotions feel in their bodies (anger may feel like hot cheeks, sadness might come with chest tightness). Be explicit about your own emotions and your efforts to regulate them.
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For younger students
Feeling charts help to put a face to a feeling. Teaching young kids to recognize facial expressions is important, but also teach students the physiological features of emotion (pounding heart, hot cheeks, dizzy feelings) so they can build an advance-notice system.
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For older students
Avoiding emotional outbursts is important for adolescents because emotionally volatile people tend to be excluded from their social circles. Teach them to recognize when they are having difficulty managing their emotions and establish a break-card system that allows them to visit a support person in moments of big feelings. Encourage them to reflect on the experience and consider what triggers and warning signs were in place. You should document the moment as well to see what the triggers may be.
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Positive reinforcement: Everyone appreciates hearing they are doing a good job! But, it is not as simple as choosing a compliment. Your reinforcement has to be meaningful to the student and related to their own effort. Avoid praising innate ability or "natural talent." Dweck's work on growth mindset reminds us that effective feedback focuses on factors within the student's control, such as their effort or resilience. Reinforcement can be a great way of building a positive culture in the classroom because it sends the message that you see the work...even if it seems that work goes unnoticed.
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Consistent expectations: Develop routines and be predictable for students so they know what to expect. For example, students with test anxiety need to have clear due dates (e.g., on Google Classroom, on the calendar), so avoid presenting surprises on the test day or even the day before an assignment is due. Prepare students ahead of time so they know what to expect.
Provide clarity: Whether it is verbal or written instructions, teachers need to be aware of what they are really testing. Complicated and unclear wording of a question can overwhelm a student. Read the questions together and clarify the meaning will reduce the cognitive load of the student.
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Open communication: When a student is struggling in class, have a private conversation (e.g., starting with “How are you doing?" or “tell me about your day”) or call home and talk to other stakeholders involved in the student's life. If a student is really struggling (depending on your school policy) have the student speak to the school counsellor. By tracking your discussions with a class list (record the date of the conversation beside their name), you can be sure you check in with all your students.
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Frequent check-ins: During the lesson, teachers can use check-ins as a group, have a student(s) repeat what the class is supposed to do. Teacher should also check-in on some students individually as they may require a regular visit for understanding or to see if they are on the right track. Some students may need the instructions to be repeated in a different way.
Low stake tests: Low stakes testing is a great way for students to deal with text anxiety. Use constant review so student is not cramming the night before. Of course, not all tests can be low stakes (Alberta's diploma exams), but we can support students by preparing them with practice tests. Also, don't underestimate the value of being a reassuring and calming presence. Teach the student important tips for the test such as how to pace the time of the test or how to take a deep breath when they are feeling stressed.
Brain break: A brain break is an important part of learning and learning to regulate. Students need to have time to relax from a task so they can go back with focus. Be sure to use the right kind of brain brain break (e.g., mental, physical, breathing) for the chosen activity. For more information
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​Positive self talk: Practicing keeping a positive attitude is important for students who can get overly focused on their anxiety or negative thoughts. Teachers can model and teach practiced lines such as “it’s okay to…” to help students cope with emotions.​
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Find triggers and signs: Students need the teacher to understand the non-obvious signs, triggers and context (e.g., talk to student, call home, talk to previous teacher, observation & data collection). That is why it is important to get to know all of the students as soon as possible. Have a system for recording what students tell you and your observation notes, such as using cue card for each student with the name at the top so it is easy to find.
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