Date

12-2025

Document Type

Capstone Project (Open Access)

Degree Name

Bachelor of Science (B.S.)

Department

Human Development & Family Science

Abstract

Children in middle childhood, ages 6–12, may struggle to self-regulate their emotions, behaviors, and thoughts. They are becoming more independent, forming deeper friendships, facing greater academic demands, and experiencing more complex situations. Struggles with self-regulation can lead to difficulties in resilience, peer relationships, and school performance, but children who can identify their feelings, understand their emotional triggers, and recognize how these emotions impact their behavior are better able to cope with challenges and stay focused. According to McCabe and Altamura (2011), children with strong social-emotional skills usually have better relationships, more friends, and greater success in school, while those children who lack these skills are more likely to be rejected by peers, have behavioral problems, and struggle academically. To support self-regulation, I created a one-hour lesson for fifth-grade students at Bardin Elementary School focused on identifying emotions, understanding how emotions influence behavior, and using coping techniques.

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