Early childhood teachers are facing increasing challenges in managing dysregulated students, with nearly 8 in 10 public schools reporting significant developmental delays among K-12 students. A 2024 EdWeek survey of over 1,500 pre-K-3 teachers found that many more students are struggling with basic social and emotional skills, such as listening, following directions, sharing, and taking turns, compared to just five years ago.
While the pandemic has contributed to these skill deficiencies, it is only part of the story. Educators point to major changes in child-rearing culture, including rising screen time, less play, and fewer opportunities for face-to-face interaction, as key factors. Elementary school teacher Cara Zelas notes that these changes have created developmental needs that cannot be fully replicated by digital programs.
For everyday moments that derail lessons, such as a child melting down or refusing directions, simple practices can help turn big feelings into moments of growth. Kathryn Fishman-Weaver, an educator and author, suggests that kids need to be explicitly taught that emotions are not “good or bad” but convey important information. A limited emotional vocabulary can make it harder for children to understand their body’s signals.
To help kids learn the subtle differences between emotions, Fishman-Weaver recommends feeling brainstorms, where students think of 3-5 words for simple emotions like “happy” or “sad”. Emotion anchor charts can also be used to illuminate various emotional states, adding new words and definitions as they come up in class discussions or read-alouds.
Establishing behavioral norms is essential in managing dysregulation. Zelas recommends co-creating child-friendly community agreements at the start of the year, where students generate simple norms like “we keep our hands to ourselves” or “we are nice to each other”. Role-playing and praising the behavior when students practice it correctly can help make the expectation stick.
Calm-down corners or “peace corners” can provide a dedicated space for students to reset when they become dysregulated. At Fall-Hamilton Elementary in Nashville, each classroom has a corner with bean bag chairs, sensory toys, and charts showing breathing exercises. Students are encouraged to take five minutes to go to the space on their own when they need to engage in self-regulation.
As educators continue to face the challenges of managing dysregulation in the classroom, it is essential to consider the potential long-term effects of these strategies on student development. By providing a supportive environment, teaching emotional regulation skills, and incorporating brain breaks and open-ended play, educators can help students develop the skills they need to succeed academically and socially.
One potential area of focus for future research could be the impact of these strategies on student outcomes, such as academic achievement and social-emotional development. By examining the effects of these approaches, educators can refine their strategies and provide more effective support for students who are struggling with dysregulation.
For now, educators can continue to use the strategies outlined above to help students manage dysregulation and develop the skills they need to succeed. By working together and sharing best practices, educators can create a more supportive and inclusive learning environment for all students, which can also help to boost working memory in math and other subjects.
