As school leaders, we often focus on the rational aspects of learning - curriculum design, assessment strategies, and teaching methodologies. But what if emotions are not merely side effects to be managed but central components of effective learning environments?
The science of emotions and learning
Dr. Mary Helen Immordino-Yang, a leading researcher in the neuroscience of emotions and learning, has demonstrated that emotions are not separate from our rational thought processes - they're fundamentally intertwined. Her research shows that meaningful learning cannot occur without emotional engagement.
“Modern biology reveals humans to be fundamentally emotional and social creatures," notes Immordino-Yang. “And yet those of us in the field of education often fail to consider that the high-level cognitive skills taught in schools, including reasoning, decision making, and processes related to language, reading, and mathematics, do not function as rational, disembodied systems, somehow influenced by but detached from emotion and the body. Instead, these crowning evolutionary achievements are grounded in a long history of emotional function.”
This understanding contradicts the common belief that the "rational mind" should override emotional responses in academic settings. Instead, emotions serve as the rudder that guides cognitive processes, helping us determine what's important, what to remember, and what deserves our attention.
Recognizing emotional states in the classroom
Consider your students after Daylight Savings Time:
- The tired student struggling to focus
- The irritable student who snaps at a peer
- The anxious student who can't retain information
These aren't just behavioral issues to manage; they're emotional states that directly impact cognitive function. When we recognize these states, we can respond more effectively.
Actionable strategies for school leaders
- Build emotional awareness into professional development. Create opportunities for teachers to explore how emotions influence learning. This might include workshops on recognizing emotional states or training in strategies that help students identify and regulate their emotions.
- Incorporate transition times. Especially during disruptions like Daylight Savings Time, build in buffer periods that allow students to adjust. A five-minute mindfulness practice or brief check-in at the beginning of class can help students recalibrate.
- Develop a shared vocabulary. Help teachers and students develop language to discuss emotional states. When students can articulate "I'm feeling frustrated with this problem" rather than just shutting down, they've taken the first step toward emotional regulation.
- Review scheduling practices. Consider how your school schedule either supports or works against emotional well-being. Are there adequate breaks? Are the most challenging subjects scheduled when students are most alert? Simple adjustments can yield significant benefits.
- Model emotional awareness. As a leader, demonstrate comfort with addressing emotions. When you acknowledge, "This new initiative might feel overwhelming at first," you normalize emotional responses to change.
Creating emotionally intelligent schools
Emotions aren't extras in the educational experience - they're essential components. By acknowledging their role, we don't diminish academic rigor; we enhance it by working with our brains' natural functioning rather than against it.
When we create space for emotions in our schools, we're not letting feelings "run the show." We're recognizing that feelings are always part of the learning process, whether we acknowledge them or not. The choice isn't whether emotions will be present in our classrooms - it's whether we'll harness their power or ignore their influence.
As you support your teachers and students through the post-Daylight Savings adjustment, remember that those feelings of fatigue or irritability aren't distractions from learning - they're part of the complex emotional landscape in which all learning occurs. By acknowledging and working with these emotions, you'll create more effective learning environments not just this week, but all year round.
Jason McKenna is V.P. of Global Educational Strategy for VEX Robotics and author of “What STEM Can Do for Your Classroom: Improving Student Problem Solving, Collaboration, and Engagement, Grade K-6.” His work specializes in curriculum development, global educational strategy, and engaging with educators and policymakers worldwide. For more of his insights, subscribe to his newsletter.
