Teachers' emotion regulation was linked to well-being and classroom experiences
A mixed-methods review connected adaptive emotion strategies with lower stress and greater teaching confidence; the abstract does not show that these strategies caused better student outcomes.
Based on the published abstract. The full paper may contain additional methods, results and limitations.
The 30-second takeaway
Across the reviewed studies, strategies such as reappraisal and mindfulness were associated with lower teacher stress, greater resilience, and more positive classroom interactions. Suppression and rumination were linked with burnout and poorer instructional quality. The review also described professional-development benefits, but its mixed evidence cannot establish that changing an emotion strategy alone improves student learning.
The synthesis combined quantitative, qualitative, and mixed-method studies. The abstract provides no pooled effect sizes or breakdown of causal study designs, so the strength and direction of influence between teacher and student outcomes remain uncertain.
The classroom context
The review asked how teachers' management of emotions relates to their own well-being, professional development, and student engagement. Its emphasis on language teaching matters: the findings concern classroom demands and relationships within that educational context.
Professional-development findings
Workshops, reflective journaling, and peer coaching were described as improving emotional competence and confidence in teaching. However, the abstract does not report intervention effect sizes, comparison conditions, or how long any gains lasted.
The original publication
A 2025 systematic review of teacher emotion regulation and well-being: implications for student engagement, learning outcomes, and professional development in EFL contexts.
Xu G, Haratyan F, Tian H
Front Psychol · 2025
- PubMed ID
- 41669154
- Record checked
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