EMOTIONS IN THE CLASSROOM: CONTRIBUTIONS OF SOCIAL SKILLS THEORY AND NEUROSCIENCE TO TEACHING PRACTICE

Abstract

This article aimed to examine how Social Skills Theory and Neuroscience can contribute to understanding the role of emotions in everyday classroom life, particularly in interpersonal relationships, emotion regulation, and learning. A qualitative narrative literature review was conducted, bringing together foundational studies and recent publications in Psychology, Education, and Neuroscience. Systematic reviews, meta-analyses, and studies addressing social and emotional learning, social skills, teacher emotion regulation, stress, memory, and learning were prioritized. The studies reviewed indicate that emotions are involved in processes such as attention, memory, motivation, and decision-making, while relationships in school settings can either support or hinder learning. The evidence also points to positive outcomes associated with social and emotional learning programs, although their effects vary according to intervention design, teacher preparation, and contextual characteristics. The study concludes that integrating Social Skills Theory and Neuroscience can broaden the understanding of the school experience, provided that brain functioning is considered in dialogue with psychological, educational, relational, and social dimensions.