Tuning in to Kids in Schools: A Randomized Controlled Trial of a Teacher Emotion Socialization Intervention in Norwegian Elementary Schools
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| Title: | Tuning in to Kids in Schools: A Randomized Controlled Trial of a Teacher Emotion Socialization Intervention in Norwegian Elementary Schools |
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| Language: | English |
| Authors: | Evalill Bølstad (ORCID |
| Source: | European Journal of Psychology and Educational Research. 2026 9(1):1-18. |
| Availability: | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ejper.com; Web site: https://www.ejper.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Elementary School Teachers, Socialization, Intervention, Emotional Development, Emotional Intelligence, Classroom Environment, Program Effectiveness, Well Being |
| Geographic Terms: | Norway (Oslo) |
| ISSN: | 2589-949X |
| Abstract: | This matched-pair cluster randomized controlled trial evaluated the effectiveness of Tuning in to Kids in Schools (TIKiS), an emotion-focused intervention designed to improve teachers' emotional competence, emotion socialization, and classroom climate. Participants were 397 teachers from 20 Norwegian elementary schools assigned to intervention or control conditions. TIKiS included leadership support, a seminar for Grade 1 - 7 staff, and small-group sessions for Grade 1 - 4 teachers delivered by certified professionals. Compared with controls, teachers who received TIKiS reported significantly greater use of Emotion Coaching (d = 0.25), lower Emotion Dismissing (d = -0.41), and improvements in observed classroom climate, including Positive Climate (d = 0.38) and Teacher Sensitivity (d = 0.31), at six-month follow-up. No significant effects were found for teacher reported emotional competence or wellbeing. These findings indicate that emotion-focused professional learning can meaningfully change teachers' emotional responses and classroom interactions, even in the absence of broader changes in personal emotional competence or wellbeing, with implications for supporting children's emotional development in the school setting. [Note: The page range (1-19) shown on the PDF is incorrect. The correct page range is 1-18.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500493 |
| Database: | ERIC |
| Abstract: | This matched-pair cluster randomized controlled trial evaluated the effectiveness of Tuning in to Kids in Schools (TIKiS), an emotion-focused intervention designed to improve teachers' emotional competence, emotion socialization, and classroom climate. Participants were 397 teachers from 20 Norwegian elementary schools assigned to intervention or control conditions. TIKiS included leadership support, a seminar for Grade 1 - 7 staff, and small-group sessions for Grade 1 - 4 teachers delivered by certified professionals. Compared with controls, teachers who received TIKiS reported significantly greater use of Emotion Coaching (d = 0.25), lower Emotion Dismissing (d = -0.41), and improvements in observed classroom climate, including Positive Climate (d = 0.38) and Teacher Sensitivity (d = 0.31), at six-month follow-up. No significant effects were found for teacher reported emotional competence or wellbeing. These findings indicate that emotion-focused professional learning can meaningfully change teachers' emotional responses and classroom interactions, even in the absence of broader changes in personal emotional competence or wellbeing, with implications for supporting children's emotional development in the school setting. [Note: The page range (1-19) shown on the PDF is incorrect. The correct page range is 1-18.] |
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| ISSN: | 2589-949X |
