You can think you’re treating every student fairly and still let your bad mood influence how you grade them. In one of our studies, teachers evaluated the exact same student work differently depending on how they were feeling beforehand. And most didn’t think their mood had affected their grading. 🔗 f.mtr.cool/f7oatk9v3e

“You’ll get over it” can sound like reassurance to an adult and dismissal to a student. Temporal distancing can help, but it works differently when students generate that perspective themselves instead of having it imposed on them. Sometimes the difference is a question, not an answer. @drmarcbrackett and Ethan Kross on Dealing With Feelings. From the vault. 🔗 f.mtr.cool/usymq9tf4t #dealingwithfeeling #temporaldistancing

We do not talk about this enough. When a student walks in already falling apart, the adults around them are often managing their own fear about what that distress means, for the student's future, for the relationship, for themselves. And that fear enters the room before the student's story does. Most adults are already three catastrophes ahead before the student finishes their first sentence. The student feels that. And they learn to filter what they share, soften the truth, and protect the adult from the full weight of what they are carrying. The students who need us most are the ones who have gotten the best at doing this. @drmarcbrackett and Dr. Jenny Wang on what it actually takes to show up for a student who is falling apart. From the vault on Dealing With Feeling. f.mtr.cool/5m254pf4xh #Coregulation #EmotionalIntelligence #DealingwithFeeling

We say students have permission to feel, but school can make that permission conditional fast. If a feeling takes too much time or pulls the lesson off track, it can get rushed into perspective, gratitude, or “I’m fine.” @drmarcbrackett and Whitney Goodman talk about the kind of toxic positivity that sounds helpful until you realize what it is asking a student to hide. 🔗 f.mtr.cool/wspfsizfog #ToxicPositivity #EmotionRegulation #EmotionalIntelligence

We have made creativity feel like a trait students either have or do not have, when so much of what we call creative is really the ability to survive the ugly middle of making something. The first version is messy, the feedback stings, the doubt gets louder, and suddenly “I’m not creative” becomes the safest story to tell. RULER Institute Online helps educators build the emotion skills students need for that exact moment, when persistence matters more than the spark that started the idea. 🔗 rulerapproach.org/ruler-inst… As educators prepare for the year ahead, the question is not how to demand more creativity from students. It is how to build classrooms where frustration, uncertainty, and imperfect first attempts do not make good ideas disappear too early. Research spotlight: @ZoranaPsych  #Creativity #EmotionRegulation #Educators #StudentCreativity #teachingandlearning

By the time a feeling becomes a hallway problem, the school is already late. A blowup usually had a history. So did the shutdown at a desk, the group chat cruelty, and the teacher trying to keep teaching while the room tilts sideways. That is the chicken-and-egg problem @drmarcbrackett is naming. The needs feel too big, so schools wait, then those needs return louder because the skills were not built when things were still teachable. The cost does not disappear. It lands on the teacher trying to steady a moment the school could have prepared for. RULER helps schools begin before crisis becomes the first lesson. 🔗f.mtr.cool/ukjasrmiap #RULERApproach #EmotionalIntelligence #SchoolClimate #EducatorWellbeing

37 schools make the “SEL is nice, but…” argument harder to keep making. Because at some point, this stops being a debate about whether emotions belong in school and becomes a question of whether adults are willing to look at what the building is teaching. That is what makes the scale matter. Students and teachers were followed before RULER implementation, one year in, and two years in, across the things people usually notice too late: voice, relationships, teaching quality, and school satisfaction. That is the receipt. Emotional climate shapes whether students speak up, trust adults, stay engaged, and keep trying. Research Spotlight: Rachel Baumsteiger, Jessica D. Hoffmann, Ruth Castillo-Gualda, and Marc A. Brackett RULER Institute Online and in-person training help schools build and measure emotional climate: f.mtr.cool/rzzjjoohai #SchoolClimate #SEL #EmotionalIntelligence