If you’ve spent any time in the classroom, you know that children come in all shapes and sizes, not just in physical appearance but also in terms of their emotions. Some children seem to experience big emotions more frequently than others. It’s a common puzzle for teachers: Why do some kids have these intense emotional reactions? Let’s dive into the world of research and explore the science behind it, complete with the research to back up our knowledge.
Emotional Intelligence: A Key Factor
First and foremost, it’s crucial to understand the concept of emotional intelligence. Emotional intelligence is the ability to recognize, understand, manage, and express one’s own emotions, as well as the ability to recognize, understand, and influence the emotions of others (Goleman, 1995).
Research has consistently shown that children with higher levels of emotional intelligence tend to have better control over their emotions (Mayer, Salovey, & Caruso, 2008). They can identify their feelings, understand why they feel a certain way, and manage their emotional responses more effectively. On the other hand, children with lower emotional intelligence may struggle with recognizing and controlling their emotions, leading to more frequent and intense emotional outbursts.
As teachers, we have the power to nurture emotional intelligence in our students through activities, explicit lessons, discussions, and by modeling healthy emotional responses. This can help children learn to understand and manage their emotions, potentially reducing the frequency of those big emotional reactions.
Developmental Stages: From Tantrums to Self-Regulation
Child development is a dynamic process, and different stages of development influence emotional regulation. Young children, particularly those in the early childhood years, are still learning to identify and understand their feelings. Early childhood educators, ya feel me? This lack of emotional awareness can lead to strong emotional reactions (Sameroff, 2010). We’ve all witnessed the classic preschooler tantrum!
However, as children grow and develop, they gradually build the cognitive and emotional skills to manage these big emotions more effectively. They start to grasp the concept of cause and effect, and they become better at expressing their feelings with words rather than through outbursts (Kopp, 1989).
In adolescence, the story takes a different turn. Hormonal changes and ongoing brain development can lead to heightened emotional experiences (Steinberg, 2005). So, those intense emotions in teenagers are partly due to their biology. Understanding these developmental stages allows us to provide age appropriate support and guidance to help students manage their emotions as they grow.
Social and Environmental Factors: Home Life and Peer Interactions
A child’s home life and interactions with peers have a significant impact on emotional development. Children growing up in stable, nurturing environments tend to have better emotional regulation (Bowlby, 1988). In contrast, children exposed to stressful situations, complex and/or ongoing trauma, or family conflict may struggle more with emotional regulation (Masten & Cicchetti, 2010).
As teachers, it’s essential to be aware of these external factors and offer a safe, supportive environment for students to express their feelings. Sometimes, a child’s outburst is a sign that they are dealing with challenging factors outside the classroom, and they need a caring and understanding teacher to lean on.
Peer relationships also play a vital role in shaping emotional responses. Bullying, peer pressure, and complex social dynamics can trigger intense emotional reactions in children (Salmivalli et al., 1996). Promoting positive social interactions in the classroom, teaching conflict resolution skills, and fostering empathy can go a long way in helping children manage these emotions when they arise.
Neurobiological Factors: It’s in the Brain
The brain, the most complex organ in our bodies, also plays a crucial role in emotional regulation. Recent research has shed light on how differences in brain structure and function can affect emotional regulation.
The amygdala, a small almond-shaped structure in the brain, is closely associated with processing emotions. Variations in the size and activity of the amygdala have been linked to differences in emotional responses (Davidson & Irwin, 1999). Children with an overactive amygdala may experience heightened emotional reactions to stimuli. This suggests that some children may be biologically predisposed to having big emotions.
Understanding the neurobiological basis of emotional reactions is not about labeling children, but about recognizing that some might need more support in learning to manage their emotions effectively. Techniques such as mindfulness, deep breathing, and cognitive-behavioral strategies can be especially beneficial for children with hyperactive amygdalas (Hölzel et al., 2011).
Individual Differences: Everyone Really is Unique
And who better than teachers to understand that individual differences play a significant role in emotional responses?! Every child is unique, and their temperaments, personalities, and life experiences vary. Some children are naturally more sensitive, while others are resilient by nature.
Recognizing and respecting these differences is crucial. Rather than labeling children with big emotions as “difficult,” we should see them as individuals with unique needs. Tailoring our teaching methods to accommodate these differences can help these children thrive (Rothbart, 1989).
Making Sense of Big Emotions
It’s essential to understand that the prevalence of big emotions in children is a complex mix of emotional intelligence, developmental stages, social and environmental influences, neurobiological factors, and individual differences.
As teachers, we have the power to support our students in developing the skills they need to navigate these big emotions effectively. We create a safe environment, teach emotional intelligence, offer coping strategies, encourage communication, and set a positive example. We can enhance our classroom environments with calming areas, sensory tools, streamlined and functionally decorated classrooms, and meaningful visuals for communicating needs.
