Building relationships to support self-regulation

Discouraged students come to school unable to learn. Emotional and social factors affect their intrapersonal and interpersonal awareness and place them at high risk for school failure. This paper discusses the application of strategies influenced by; sociomoral atmosphere, trust development, self regulation, emotional intelligence, attachment theory, and cultural awareness. The research addresses the question: Will emotionally discouraged children be able to regulate their emotions through positive relationship building with the classroom teacher? The results contribute to our knowledge of how to support children\u27s ability to regulate themselves in the absence of external devices