Teachers’ role in emotion recognition and emotion regulation within the process of intercultural adjustment of migrant children

Abstract

Migrant children are a considerable group of moving populations and their dramatically increased number over the last few years led the European countries to seriously take into consideration their education as a means for social inclusion. However, the role of children’s emotions in the process of their intercultural adjustment has been mainly obscured from the different educational approaches. The aim of this paper is to investigate the role teachers can play in emotion recognition and emotion regulation within the process of intercultural adjustment of migrant children. The nature and connection of emotion with intercultural adjustment, as well as the notions of emotion recognition and emotion regulation are discussed. Possible ways in which teachers can facilitate emotion recognition and emotion regulation are examined. Finally, certain challenges that may occur, as well as, actions focussing on teachers' support are asserted.