Erika Galea


This paper introduces a framework that includes an Emotional Regulation intervention programme aimed at enhancing learning, academic performance, personal success, and wellbeing, while also addressing mental health challenges and issues related to AI use. The main goal of the study was to trial and test an intervention that helps teachers promote neuroscientific ER strategies, based on Gross' model (2015), in early years' classroom settings. This intervention aims to foster self-regulation of emotions and equip students with strategies to handle daily pressures, including interactions with AI. The effectiveness of the intervention programme was assessed in terms of evidence of ER and quality of classroom environment relative to a control sample in KG Two and Year One through video-recorded systematic classroom observations and semi-structured interviews at baseline and implementation stage. When comparing the results of the Intervention Group (KG Two & Year One) to the Control Group (KG Two & Year One), the former adopted the antecedent-focused ER strategies with their students at implementation stage following the teacher training workshop with a favourable impact on the students’ behaviour and learning environment, whilst the latter did not, as they chose to engage using the response-focused ER strategy (suppression). This study highlights significant insights for educators and caregivers to foster children's emotional, social, and academic growth.


Emotion Regulation; AI; Intervention Programme; Neuroscientific Strategies; Self-regulation; Early Childhood Education

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