Student-teacher socioemotional interactions, student’s focus of attention and emotional arousal in environmentally sensitive students

Literature has shown how student-teacher interaction influence children’s wellbeing and learning. Such interactions may also capture bystanders’ attention causing emotional arousal and taking away the focus of attention form the assigned task. The present study assessed the relation between student-teacher socioemotional interactions, student’s focus of attention and emotional arousal also accounting for environmental sensitivity. Through an eye tracker apparatus, we registered 95 primary school children’s pupil diameters while watching a student-teacher interaction scene. Sympathetic response and focus of attention were registered while different interaction scenes took place. Children self-reported on environmental sensitivity and perceived classroom climate. A mixed effects regression model for second pass pupil dilatation showed that attention was captured by different scenes based on their previous classroom experiences. The sympathetic response-attention link was moderated by environmental sensitivity. More sensitive children were more emotionally aroused when looking at the teacher scolding a sad child or a kind teacher having a child respond to her aggressively. Incongruent socio-emotional exchanges caused grater arousal in highly sensitive children compared to low sensitive ones. Based on the finding we planned an intervention to promote emotionally positive and in-tune teacher-student interactions to avoid students’ distraction and sympathetic arousal, especially in more environmentally sensitive students

Psychophysiological Regulation and Classroom Climate Influence First and Second Graders’ Well-Being: The Role of Body Mass Index

This study examines the associations between physical and emotional well-being and classroom climate, cardiac vagal response, and body mass index (BMI) in a sample of 6- to-8-year-olds. Specifically, we expected a direct link between classroom climate, vagal withdrawal, BMI and children’s physical and emotional comfort. Furthermore, we explored whether these individual and environmental characteristics influenced well-being in an interactive fashion. Participants were 142 (63 boys, 44%) first and second graders living in the North of Italy who were interviewed on their emotional and physical comfort. Heart rate and a measure of vagal influence on the heart (cardiac vagal tone) were recorded at rest and during an oral academic test. Height and weight were collected. Classroom climate was positively linked with physical well-being, whereas emotional well-being was negatively related with BMI. In addition, an inverted U-shaped effect of cardiac vagal withdrawal (i.e., cardiac vagal tone during stress minus resting vagal tone) on emotional well-being was found. Two regression models highlighted the role played by BMI when interacting with vagal withdrawal in predicting children’s physical and emotional well-being. The interplay between BMI and cardiac vagal withdrawal played an important role in primary school children’s well-being. From a clinical perspective, preventive training to improve autonomic regulation in concert with interventions promoting healthy eating attitudes might be critical for supporting primary school children’s emotional and physical health