Discussing Emotional Control: Empowering High School Students

Posted In Discussion On January 24, 2025

Discussing emotional control is an essential part of teaching executive function skills to high school students. Emotional control, a core component of executive function, plays a vital role in students’ self-regulation, social skills, and academic performance. When students learn to manage their emotions effectively, they build confidence, improve classroom behavior, and achieve greater academic success. In this blog, we’ll explore discussion questions that high school teachers can use to engage students in meaningful conversations about emotional control while incorporating executive function instruction into their lessons.

1. Connecting Thoughts to Feelings

Begin the conversation by discussing how feelings are often dictated by thoughts. Encourage students to reflect on how changing their perspective can help them manage their emotions. For example, ask students to consider a time when they felt nervous before a test but calmed down after thinking positively about their preparation. By recognizing the power of their thoughts, students can better regulate their feelings, fostering self-regulation and improving academic performance.

This approach aligns with executive function strategies by helping students develop metacognition—an awareness of their own thought processes. Teaching students to reframe their thinking not only supports emotional control but also equips them with tools to tackle academic challenges with resilience.

2. The Importance of a Support System

Discuss with students the benefits of having a reliable support system. Explain how friends, family, teachers, and mentors can provide emotional stability during difficult times. Share examples of how a support system can complement other coping strategies like deep breathing or seeking control over a situation.

For instance, a student struggling with a group project might find comfort in talking to a trusted peer or teacher. This conversation highlights the value of social skills and student empowerment in managing emotions, which are key components of executive function learning. Encourage students to identify their own support systems and consider how they can lean on these relationships when faced with challenges.

3. Emotional Control in the Classroom

Discussing emotional control in the classroom helps students understand its practical application. Emotional control involves distinguishing between big and small problems, managing reactions, expressing feelings calmly, and using coping strategies to handle strong emotions. Invite students to brainstorm how emotional control could improve your classroom environment.

For example, students might note that calm reactions during group work lead to better collaboration and fewer conflicts. Emphasize that emotional control is sometimes difficult because emotions can feel overwhelming in the moment. By acknowledging these challenges, you create an opportunity to teach executive function tools like problem-solving frameworks and mindfulness exercises. These strategies help students manage their reactions, building a stronger foundation for academic and social success.

4. Comparing Problem Sizes and Reactions

Encourage students to discuss how comparing the size of a problem to their reaction can lead to more appropriate responses. Provide examples, such as a minor inconvenience like forgetting a pencil versus a major issue like missing an assignment deadline.

This discussion ties into solving executive function challenges by teaching students to prioritize and evaluate situations logically. When students learn to match their reactions to the severity of a problem, they practice self-regulation and improve their social interactions. These skills are integral to an effective executive function system.

5. Reframing Worries

Invite students to share situations where they expected the worst possible outcome, but the reality turned out positive. Discuss how they can reframe their worries by focusing on the best possible outcome instead.

For instance, a student worried about presenting in front of the class might discover that their presentation was well-received. Reframing thoughts fosters optimism and reduces anxiety, empowering students to approach future challenges with confidence. This activity not only builds emotional control but also enhances executive function instruction by encouraging positive thinking and resilience.

A group of students are serving as a support system while discussing emotional control.

Additional Resources and Support

Discussing emotional control is just one part of a comprehensive executive function curriculum. To further support your students, check out these additional resources:

• Discussing emotional control for Grades 1-4
• Discussing emotional control Grades 5-8
• Sign Up for Our Newsletter
• Learn More About Our Executive Function Curriculum for Educators

By integrating these strategies into your classroom, you can address student learning needs, improve academic performance, and foster a positive and productive learning environment. Discussing emotional control with your students not only builds their executive function skills but also sets the stage for lifelong success.