Learning and Emotion
Emotions are integral to learning. In Executive Functions for Learning, Allison Posey (2026) reminds us that “emotions drive our cognition.” At the cognitive level, students need emotions to engage in learning. Learning itself is also emotional. We access emotions constantly while learning: excitement, frustration, hope, stress, and fear. We bring our unique emotional context to any learning situation. A student walking into a classroom, for example, does not just turn off their response to whatever social interaction they recently exited or stop worrying about underlying needs at home. Instead, these become the emotional contexts for their learning. In addition, learning prompts emotion; for example, a student can become frustrated by a task and then shut down or engage in distracting behaviors.
Executive Function and Emotion
Executive function is our ability to set a goal, make a plan, manage the steps towards the goal, and reflect on our progress so we can adjust as necessary (Croasdaile, 2023). It can be difficult to access these processes when emotions are running high or when we have to use what are sometimes called “hot” executive functions. This is because emotion directly impacts our planning, working memory, inhibitory control, and flexibility (Diamond, 2013). This shows us that just as emotion can be an exciting driver of learning, it can also make it hard to access our executive functions and get work done.
This link between learning, emotion, and executive function means that classroom strategies to support executive function also support emotion, and vice versa.
Routines
Though often thought of as rigid or boring, routines actually reduce uncertainty and build trust, representing one way to support students’ emotions and executive function. In challenging moments of the day (such as transitions), routines can create a script and set expectations for what to do. When there is a baseline of trust, teachers can more effectively preview a change coming or introduce a novel, challenging task with less student resistance. When we support executive function through predictable routines, we support emotion.
Routines also scaffold working memory, a key executive function (Croasdaile, 2023), thus reducing the cognitive load and the potential to overwhelm students. Remember, supporting executive function supports emotion. Think of the simple example of brushing your teeth: when this is a routine, we no longer have to consciously think about the specific steps within that task (take out toothbrush, rinse with water, apply toothpaste, brush one quadrant of mouth, etc.). We just know the one task of brushing our teeth. That’s because “a routine transforms a seven-item task list into a single task” (Croasdaile, 2023). The routine becomes automatic, and we free up cognitive and emotional space. This is true in the classroom, as well. Diamond (2013) states that “repeated practice is key,” and routines that provide this practice and are embedded throughout a period or day help support the development of students’ executive function. In doing so, they support emotion.
Here are some common categories for classroom routines that support executive function and emotion:
- Start-of-class routines (Do Now, Agendas, Materials Checklists)
- Materials organization routines (Binders, Materials Bins, Electronic Folder Organization)
- Directions routines (Visual Paired with Verbal Explanation, Students Reverbalize)
- Transition routines (Timers, Pen-To-Paper)
- Peer interaction strategies (Think/Pair, Scaffolding Listening Task)
- End-of-class routines (Exit Ticket, Time to Organize Materials, Record Homework)
Let’s take the example of an end-of-class routine. The final minutes of class can be a challenging transitional time for students. If they know that the teacher will pause instruction 3-5 minutes before the bell and activate a closing routine, students know what to expect during a potentially chaotic time of the period. Having a routine to put materials away, write down the homework, and complete an exit ticket reflecting on the day’s lesson creates space for students to wrap up what they’re doing, shift gears, and take a beat before the next class or activity. When we support executive function in this way, we support emotion and regulation.
Helping students self-regulate often feels like a daunting task. But implementing simple, consistent, and explicit routines is one effective way to support students’ executive function and emotion in the classroom.
References
Croasdaile, S. (2023). Building executive function and motivation in the middle grades: A universal design for learning approach. CAST Professional Publishing, 2023.
Dawson, P., and Guare, R. (2018). Executive skills in children and adolescents: A practical guide to assessment and intervention (Third Edition). The Guilford Press.
Diamond, A. (2013). Executive Functions. Annual Review Psychology. 64:135-168. https://doi.org/10.1146/annurev-psych-113011-143750
