Amanda continues her Empower Students Now series with short classroom slideshow lessons available via email sign-up here by focusing on emotional regulation. She defines it as noticing emotions and body sensations, understanding triggers, using strategies to reduce intensity, and choosing responses rather than reacting—emphasizing it is not suppressing feelings or forced positivity. She explains why it matters for today’s overwhelmed students and developing brains, notes alexithymia (difficulty identifying emotions) and how ADHD/autism can make regulation harder, and urges teachers to view meltdowns as nervous-system overwhelm, not tantrums or kids choosing to be difficult. She shares practical tools (STOP, feeling wheel, 5-4-3-2-1 grounding, energy check-ins, thought records) and guidance for teaching proactively through emotionally safe classrooms, modeling, individualized supports, and de-escalation. She also covers co-regulation, introduces emotional labor, and cautions that “regulation” shouldn’t mean students—especially girls and students of color—must stay pleasant or manage others’ comfort.

00:00 Welcome + Grab the Free Classroom Slides for This Skills Series
02:28 What Emotional Regulation Really Means (and What It’s Not)
07:21 Why Kids Struggle: Overwhelm, Brain Development, and Today’s World
08:49 Step 1–4: Awareness, Triggers, Coping Strategies, and Self-Compassion
14:50 Neurodivergent Learners: ADHD/Autism, Meltdowns, and Misread Behavior
19:34 Practical Tools to Teach: STOP, Feeling Wheel, Grounding, Thought Records
22:46 Make It Work in Class: Emotion-Safe Culture, Modeling, and De-escalation
28:33 Co-Regulation: How Calm Adults Help Dysregulated Students
31:31 Emotional Labor: The Hidden Cost of “Always Being Pleasant”
34:38 Reflection Questions + Final Takeaways and How to Support the Show

Transcript:

Amanda: [00:00:00] Welcome back. I’m Amanda, your host, and today this episode is part of a larger series of episodes, exploring essential skills that students need most for their future, no matter how unpredictable and scary the future seems. I’m trying to talk about skills that teachers can embed into their classrooms.

Amanda: Any subject area. I really think that you could teach these these lessons in 15, 20 minutes, and I have slideshows to go with each episode. So check out the show notes to get access to all of those slideshows that include all of the skills in this series. And there’s a lot of skills we’ve covered so far.

Amanda: We’ve covered self knowledge, self-advocacy, ethical [00:01:00] reasoning, active listening, collaborative problem solving, and critical thinking, conflict resolution. And now we’re talking about emotional regulation. And I have, like I said, slideshows for you to teach these skills to your students tomorrow if you want it.

Amanda: And. You can always try and relate it to your subject area. Like English teachers, you can always relate this to a subject area by just giving students maybe a little article about the topic. You know, like a little, or even printing the slides out and having them read and annotate them, you know? So be creative.

Amanda: I know you can. So yeah, definitely check out those slideshow. You just have to provide your email. Get on my email list so we can keep in touch and I’ll send you the page. Uh, you’ll actually access the page right away. Once you sign up, it’ll open up the page and you’ll have access to make copies of all these [00:02:00] slideshows.

Amanda: I really, really want teachers to get access to this stuff ’cause these skills are so important. Welcome to the Empower Students Now podcast. A podcast about. Equity, neurodiversity, mindfulness, and student engagement. There’s a lot that needs to change in our education system. The good news is teachers have the power to make these changes now.

Amanda: So today we’re talking about emotional regulation and emotional regulation. I want to talk about what exactly that is. ’cause I do feel like it’s sort of a. A popular term these days, and I don’t know if people actually know what it actually means, you know, like co-regulation, emotional regulation, what, what, what do these terms actually mean?

Amanda: And so. They emotional regulation. Let’s talk about that first, [00:03:00] and I’ll talk about co-regulation a little bit later, but it’s about having a relationship with your emotions and so that you’re not controlled by them, which. I feel like I’ve spent my whole life being controlled by my emotions. So learning this skill, I think a lot of people would appreciate, like really I can have a relationship with my feelings and emotions, um, and not ignore them.

Amanda: Uh, yes, that is possible. And even I am feeling skeptical. ’cause emotions can feel really, really strong and like they’re never gonna end, you know? And I think normalizing that is important, uh, for you and for your students. That like, when we’re in a hard emotion, it can feel like it will, it, it’s never gonna end, but it always does, doesn’t it?

Amanda: And as we get older and, you know, get more life experience, we start to understand that more and [00:04:00] more that like. Even sickness and things like that. Like these things, they come and go like bad times come and go. Uh, I mean, not always. If you have like some sort of terrible, you know, like cancer or something, uh, obviously you can’t heal from every sickness, but you know, like the flu or.

Amanda: I don’t wanna talk about these. I was about to say COVID. I’m like, why am I talking about COVID right now? No, I don’t wanna talk about that. I don’t wanna feel the feelings that I felt during COVID right now. Maybe later. See, I have control of my emotions now. Just kidding. Okay. I don’t, I really don’t.

Amanda: Sometimes I feel like they’re out of control. But that’s part of being Audi, DHD. And I think part of the reason that I know so much about these topics is because I’ve sought out help and I’ve, I’ve really like done [00:05:00] deep dives into mental health and like how do I, how do I take care of myself since. I never learned any of this stuff.

Amanda: And I need, I need these skills. I really need them. And so does everyone else. Okay. But especially neurodivergent people need this stuff. So, um, so yeah, like just being able to have a relationship with your emotions. Just think of it like that. So I also wanna talk about like, uh. Confusions about like what they think, like, people might think that it means, or assume that emotional regulation means like that it means to like suppress your emotions or to stay positive or to like pretend you know, your, your emotions don’t exist.

Amanda: Or force yourself to feel a certain way that you don’t feel that’s, that’s not what this is about at all. [00:06:00] Um, it’s not about like. Controlling them as much as, like I said, having a relationship with them because all of these strong emotions, anger, sadness, frustration, anxiety, all of these are normal, valid human experiences.

Amanda: So the goal is not to eliminate them. The goal is to start noticing. The sensations in your body when these feelings come up and the thoughts that are happening in your mind. So. Emotional regulation is the ability to notice what you’re feeling, to understand why you might be feeling that. I mean, you don’t always have to understand why, but understanding helps and then having strategies to manage when you have really intense emotions, and then being able to choose how you respond rather than [00:07:00] reacting automatically.

Amanda: And then being able to return to whatever the issue is that’s causing these strong emotions later when you can think more clearly and make more like logical decisions that aren’t driven by emotions. So that’s what we wanna teach kids. We wanna teach kids how to be able to do that. And this is really important, especially right now because the world that they’re growing up in is.

Amanda: So overwhelming. So overwhelming with the internet and it’s social media and academic pressures on kids and com comparison, things that are happening and information overload and just political uncertainty, right? Like climate anxiety. There’s so much that’s scary and causing a lot of emotions. It’s understandable.

Amanda: Um, and on top of that, kids are kids, right? Their, their brains are growing, [00:08:00] their hormones are changing. Um, their prefrontal cortex isn’t fully developed yet, and that is the part of the brain that regulates your emotions and, and, and is able to like think logically. And so that area of the brain isn’t actually fully developed until mid twenties.

Amanda: Some are saying even thirties. Um. Your brain is still growing and changing. Some people I’ve read are even finding in research, I don’t know where I’ve, I’m not gonna cite this, but that people’s brains like continue to change until you die. Like they just do. Um, and so there’s a lot going on in there. And so how do we help kids kind of like understand and develop this kind of relationship with their emotions?

Amanda: So first of all, um, you have to begin to develop your awareness, uh, and you have to teach kids how to become [00:09:00] aware of their feelings. Um, and this can be really hard, uh, especially because there’s this, um. I, I learned recently about this condition called Alexathymia. And Alexathymia is, it can be something that people have, like a mild case of it.

Amanda: They could have a moderate or like more severe case of it, but Alexathymia is the. Challenge of being able to identify your own emotions. It’s, it’s people who are alexathymic. They, they have a really hard time identifying how they’re feeling. Um, and it’s not it, it’s. And it is also semi associated with autism, but it’s also associated with trauma.

Amanda: So people can develop alexathymia, [00:10:00] which is just like emotional blindness. It’s like just the ability, inability to describe your own feelings and to be able to describe them to someone else. Um, so this, this is something to keep in mind too, that even if you say like. Be aware of your emotions, you know, like that’s harder, that’s like easier said than done.

Amanda: Right? Um, so being able to. To help kids identify that more precisely, and I can, I’m gonna talk more about that in a little bit, but that’s the first step is just the awareness of the feelings of the emotions in your body and the thoughts that are going on. So, okay, so second is, what are the like patterns or triggers that are bringing up these strong emotions?

Amanda: So. Maybe a student always feels anxious when they have to take a quiz at the end of the week about the book they’re [00:11:00] reading, or maybe they feel, um, a lot of boredom at school. Maybe they’re feeling depressed and feeling like, what’s the point? Right? Like, well, what does that feel like in your body? Like how, how does that emotion.

Amanda: Feel like trying to describe it. Um, and writing is a really great way to do that too. And having kids write and the slideshow actually include opportunities for students to self-reflect and to talk to peers and to have discussions and things about these topics. Um, and then you third, you need strategies for when these emotions come up that.

Amanda: And it, and these strategies usually can reduce the intensity of the emotion just for like the time being. Right? Because I think everyone, like you’ve heard [00:12:00] of rage rooms, I think everyone deserves to go to a rage room, right? Deserves to be able to feel all their feelings and and be able to scream and cry and.

Amanda: You know, safely, like hit a punching bag or go to a rage room, you know what I mean? Like being safe, but like being able to feel the full range of your emotions and being able to like express them. Like that’s really important. But these strategies are more for like reducing the intensity if you’re like in a public setting, like a school.

Amanda: You know, or maybe you’re at the grocery store really frustrated, right? Like you’re in a public setting and you can’t have all of your feelings in that space. So, um, taking a break, going for a walk. I mean, these are really obvious. Deep breathing so that you can activate your activate. Your vagus nerve, which is, um, a really, really important [00:13:00] nerve in the body that, that regulates all sorts of things from your heartbeat to your blood pressure, your um, your breathing, your digestion, your, your, like, it, it’s a lot of different, it’s, it’s amazing this vagus nerve and, um.

Amanda: And so if you can and teach kids kind of the science behind this, rather than just saying, you know, count to 10 or breathe deeply. Like if you can explain why this works in your body. I think kids buy in more. Um. Body scans can help. So like progressively relaxing muscles from like, you’re starting with your toes up to the tip of, you know, the top of your head.

Amanda: Um, doing art, journaling, um, talking to a friend, drinking a [00:14:00] big glass of water. Stretching, like just going out in nature. These listening to music like these are all things that can help you to reduce the intensity of your emotions. And fourth, you need self-compassion. So you’re not, like, if you can’t regulate your emotions, it’s not gonna help to beat yourself up about it, right?

Amanda: So just remembering to forgive yourself for blowing up at someone or for maybe saying the wrong thing like you’re human. Okay? Give yourself a break, right? Give your kids a break. Okay? So. Let’s talk a little bit. I mean, I’m gonna give you some other techniques right now, um, that help. And I’ve learned these just from working with neurodivergent students and just learning everything I possibly can about A DHD and autism, [00:15:00] um, and OCD and depression and alexathymia and anxiety.

Amanda: I mean, I’ve learned about all of these different, um. NeuroD divergences over the years. Um, and so I just wanna teach you some of this stuff. Um, so for students with A DHD, uh, and autism emotional regulation can be really a lot harder because of, uh, emotional sensitivities and also like just, you know.

Amanda: Executive function problems where you can’t maybe remember, like your, your toolkit of like calming down strategies or you, you know, you forgot, or, and executive functioning is. Like managing, not just, you know, the things in your backpack, but also managing your own mind, right? Like managing, like the things you say.

Amanda: Like a lot of [00:16:00] times people with a DHD will blurt something out and regret it later, you know what I mean? So, um, and, and so this, this really does make emotional regulation a lot, challenge more challenging, and women and girls. With a DHD actually emotional regulation is one of the. The biggest, um, like traits of A DHD that cause the most challenges, uh, with girls and women.

Amanda: So, and it’s really wild because emotional regulation isn’t even really talked about, I don’t think in the DSM five, um, for A DHD, which is just wild to me. Maybe they’ll add it someday. Um. So, and then like people with a DHD often have trouble, like, because they ru ruminate in negativity and they, it’s just hard to shift out of that rumination or that negativity And autistic students have like sensory overwhelm [00:17:00] and um, and just exhaustion from like masking all day.

Amanda: Um. So just knowing, and, and they can also have alexathymia, so knowing that, you know, a meltdown, like an emotional meltdown, not calling it like a tantrum. That’s not what it is. It’s the, the child or the person’s nervous system is overwhelmed with by all the expectations and all the sensory stimuli in a school.

Amanda: And you can lose control when you’re overwhelmed. Um, and so just understanding why, you know, like, why do certain kids get so upset so easily? Well, it’s their. Neurodivergence, you know, and I think a lot of, in the past teachers, myself included, have assumed that when kids are acting out that it’s because they’re somehow.

Amanda: Wanting attention. And maybe they are, maybe they are. [00:18:00] Um, but it’s also the emotional dysregulation, the nervous system being activated, that’s also contributing. Right. And, and maybe they do need more attention. Maybe they do need more love. Right. And more connection. And I’ll talk about co-regulating, but I mean, couldn’t both things be true?

Amanda: Couldn’t it be true that the kid’s nervous system is sort of like. Overdrive because of all the expectations of school and they wanted, you know what I mean? But we’ve always, as teachers, we make these, we kind of draw these conclusions or like their parents don’t have enough boundaries at home and that’s why they act the way this they do.

Amanda: Okay. Yeah. Yes, and yes and yes. And you know what I mean? Like not just picking one thing and making that the one sole reason that a kid is acting out or anyone is acting out. They’re not choosing to act this [00:19:00] way. No one would choose to be like melting down in public. No one would choose that. You know, so like knowing that this is out of their control, it’s their mammalian brain, their, you know, the part of their brain that is, um, more primal.

Amanda: That’s, that’s, that’s just shutting down their logical brain. Right. And it’s, um,

Amanda: okay, so. There’s some techniques I wanna share with you. So one of them is the stop technique. Stop. It’s an acronym. So stop what you’re doing. And this can be for teachers, too. Take a breath, T take a breath, or several breaths, O, observe what’s happening in your body, your thoughts, your environment. And then p proceed mindfully.

Amanda: And so this gives you a pause between whatever’s causing the emotional reaction [00:20:00] and your response. Um. There’s the feeling wheel. And this is a tool that helps students move from like very vague identifications of emotions. Like, I feel bad to, to more specific, um, variations, like I’m, um, scared, or I’m mad or sad.

Amanda: Um, so that it’s not just like I don’t feel good or I feel bad. So, and just being able to show kids other emotions and talk about like what they mean and that you can feel more than one emotion at a time. Right. So just being able to label and talk about different types of emotions and how they feel in the body.

Amanda: Feeling wheels can help with that. Um, so then also there’s the. This is a good technique. It’s called the 5 4 3 2 1 grounding technique. So just naming five things you can see, four things you can [00:21:00] touch, three things you can hear, and two things you can smell and one thing you can taste. This just brings you back to the present moment and maybe not so much in your mind thinking or in your overwhelming emotion.

Amanda: Um, you can also use the energy check-in, so just rating your emotional energy on a scale of one to 10. Um, and so like 10 would be like, you’re having really strong emotions, right? One would be like, you’re not feeling much, you know, um, and maybe your energy’s low, right? Um. So maybe, you know, you can, that this can build awareness about like, if you have low energy or, or high energy.

Amanda: Um, and if you like, what you could do to maybe increase your energy, if you need an increase of energy through like movement or mu music or talking, um, or [00:22:00] that you need to decrease your energy by like dimming the lights or going on a walk alone, things like that. Or going to a quiet. Um, area, uh, there’s also, um, this thing called the thought record, which is kind of like a journal and it’s actually a cognitive behavioral therapy technique where you write down a situation that’s been upsetting you, the automatic thought that comes to mind, the emotions that are created, and then.

Amanda: And then, then you write down evidence against the thought that GI brings in a more sort of like balanced perspective. So you’re kind of changing the way you’re thinking about the situation. Um, okay. So how like, I mean, all of these strategies are great for teachers just in general to have in their back pocket, but how do you teach this to students?

Amanda: So the first thing is obviously that you really [00:23:00] need to create an environment in your classroom where emotions are safe to have. So not labeling kids or. Kids labeling each other too sensitive or a crybaby, right? Like really calling that out. Um, and saying that suppressing your emotions, it’s really unhealthy.

Amanda: It can lead to physical manifestations of your feelings. Um, and I’ve actually personally experienced this, um. I do have mild alexathymia, um, and autism and A DHD as I’ve said before in previous episodes, and I’ll keep talking about that and what my experience is like. But I really do believe that a lot of the chronic pain that I experienced today is because of feelings that I suppressed or wasn’t really even aware of 5, 10, 20, 30 years ago.

Amanda: Right? Like I really do think that. My Bo like there’s this book called The [00:24:00] Body Keeps the Score, which is an excellent book. I highly recommend it. But my body has gotten into this pattern of suppression of emotions because my emotions have always been really big. Um, I’m, I can cry at commercials. Um, and it’s.

Amanda: It can make people uncomfortable, right? That I’m so emotional and so I’ve learned to suppress them, but because of that, I have chronic pain in my body. Um, and when I meditate, when I feel, feel my feelings, when I let myself cry, um, which is a lot easier now that I’m staying home and not teaching anymore.

Amanda: My, um, my pain is, is, is greatly reduced my physical pain and my muscles and, and things. So just normalizing feelings, talking about the risks of not feeling your feelings. This is really important. Um. You also need to model this yourself, like [00:25:00] model when you’re frustrated, model pausing and taking breaths, naming how you’re feeling, um, explaining out loud, like what you think you might need.

Amanda: Oh, I need a big drink of water, or I just need to like, sit with my feet flat on the floor for a little bit. Like just modeling it for kids is so powerful. It’s even more powerful than teaching it. To kids. They look at you, they watch you, they’re learning from your behavior, um, more than they’re learning from your slides and lessons, you know?

Amanda: Um, and then just being proactive about this, you know, not teaching it reactively. Don’t wait until there’s a crisis in students’ behaviors and regulation skills. Try and teach them these calming techniques when everyone’s already in a good place, right? Like, ’cause you don’t want it to be sort of like high stakes.

Amanda: Um, you also need to rec, recognize that. Regulation and being able to regulate your emotions can look different for different [00:26:00] students. So, and for different people, different adults, some students need. To put their head down for five minutes. Some students need to leave the classroom. They need to be outside of the classroom resting or something outside your door.

Amanda: Some students might, you know, maybe you can come up with an agreement where they could take a walk. Um, some students might need a friend that they could just talk to. Some students might just need a fidget like it there. This is not a one size fits all. Kids kinda have to figure out what works for them.

Amanda: Um, doodling, right? Like, there’s so many different things that different kids might try out, you know, to see, oh, what helps me when I get stressed before this quiz or whatever. Um, and then I wanna talk about the difference between escalating, um, a situation versus deescalating. So when a student is already dysregulating.

Amanda: That dysregulated, I’ve said this before in other episodes, you don’t wanna [00:27:00] lecture them. In that moment. Like that is the worst time to start talking about emotional regulation strategies. It’s the worst time to like demand that they look at you or you know, or that they calm down, right? These are, these are escalating.

Amanda: The situation, and I do this a lot like with my kid, like I’ll start lecturing and then I’m like, oh my gosh, I’m lecturing, I’m gonna go now. And my kid really loves space. Like lots of, lots of lots of space. If they’re upset, like. I gotta give ’em space and then we talk about it later when they’re not so upset.

Amanda: So deescalation looks like lowering your voice, giving kids space, reducing demands. I practice low demand parenting. Google it, if you’re curious. It’s awesome. I love it. It makes my life. Just so much more calm, my, my life, my kids’ life. My hu Like, everything’s so much calmer than it used to be, right? Like the [00:28:00] more demands and expectations that you place on yourself and your kids and your spouse, uh, the more stress there is, right?

Amanda: Um, so reducing those demands, uh, and then also of course, deescalating is validating the feelings of the child. Just being validating. So let’s see, what else do we want to do here in this episode? Let me look at my outline. Okay. Co-regulating. That’s the next topic I have here. So co-regulation is really foundational, honestly, to emotional regulation because we are mammals, we need each other, we need.

Amanda: To be, to have someone that is comforting, that can comfort us. Um, and it’s basically co-regulation is when a calm. [00:29:00] Person who is not, you know, experiencing really strong emotions, that they’re calm, they’re regulated, they offer and can help regulate someone who is dysregulated or feeling really strong emotions through their presence, through their response that they have to the dysregulated person.

Amanda: So for example, this is, this is what happens when, like a baby cries, right? Like. What is, what is an an adult do? What does the parent do? They pick the baby up. They soothe the baby, right? They, they hold the baby. They, you know, coup with the baby. They do things to try and help the baby feel better. And this is an example of co-regulation.

Amanda: Um, and so the way that you can co-regulate is by staying calm when someone else is really emotional, using a steady, um, voice reassuring the [00:30:00] person not taking what they’re saying personally, being patient, asking what you could do to help. Um, you know, and, and like. Like I, I’m not a hugger at all, but like giving someone a hug, like, or asking, do you need a hug?

Amanda: And I will hug people that need it, like I will. And sometimes I need a hug too. Um, but hugs are kind of awkward for me. Um, actually recently I told my hiking group that I wanted to try a new greeting because they often, it’s a group of women that we hike. I don’t know, every month or so. And they always hug, like when we see each other.

Amanda: And then also when we say goodbye. And I was like, can we try something else? Just I wasn’t asking them to do it. I was just like, could I try, could we do this other thing? And it was just me sort of. Feeling safe enough to advocate for myself. [00:31:00] And so I, I told them I wanted to try bowing with their hands, um, like in prayer and saying, Namaste.

Amanda: I, my, the light within me sees the light within you. And they were really. Excited to do it and some of my friends have been doing this with me and it’s been really fun. There’s some other episodes about advocating self ation, but um, is that a word, self ation? I don’t think so. I just made up a word. Okay.

Amanda: Um, let’s see. Uh, there’s something else I wanted to talk about here, uh, which is emotional labor. So I recently read a book that had this really, really great definition of emotional labor, and I really think that we need to start talking about this more as like a society, society, but. Here’s what the definition from this book.

Amanda: I don’t wanna name the title of it ’cause it’s kind of embarrassing. It’s kind of [00:32:00] embarrassing, but it’s okay. I’ll just tell you. The book is called Adult Children of Emotionally and Mature Parents, how to Heal From Distant Rejecting or Self-Involved Parents. Um, excellent book. I love this book, but the definition here is.

Amanda: Um, emotional labor is the expenditure of time, effort, and energy utilizing brain and muscle to understand and fulfill emotional needs. Emotional needs are the human needs for feeling wanted. Appreciated, loved and cared for. Individuals. Emotional needs are often unspoken or unknown. Some people don’t always realize they need emotional comforting.

Amanda: Since emotional needs are often vague or subconscious, other people might hide their needs. Emotional labor is hard work. You have to read people to see if you’re being effective. The book also talks about how good mothers and many [00:33:00] other service industry professions expend a lot of emotional labor. Um, mature people often take up the emotional labor automatically because they live in a state of empathy and self-awareness and emotional labor promotes goodwill and good relationships.

Amanda: So what I wanna say about this is I think when we’re teaching emotional regulation, we could also teach about emotional labor. And I just think it’s really care. We, we have to be super careful not to teach students, especially girls and students of color, who often bear disproportionate emotional labor.

Amanda: That regulation means always being pleasant or never expressing difficult emotions or constantly managing other people’s comfort. Regulation includes being able to express yourself, right? Like feeling feelings is important. It’s a, [00:34:00] it’s an important thing for people to be able to do. It’s important to be able to say, I’m angry right now.

Amanda: Right? Um. It’s important to be able to say, no, I don’t agree. And just being able to do that, like, and not suppress your emotions. That’s, it’s really just an important point to make with our students that feelings are impor, like they really are important to health and that we don’t want you to suppress your feelings.

Amanda: Um, okay. So, uh, what else do I want to share with you all today? Uh, I have some questions, reflection questions for you to think about. Okay. So, um. Think about your own ability to emotionally regulate what strategies work for you? When do you struggle? Um, what do you [00:35:00] wish someone had taught you about managing big emotions?

Amanda: So those are some like kind of self-reflective questions, but here’s some for reflecting about your classroom. How do you currently support students’ emotional regulation? Um, and anything is great. Like if you’re just letting kids doodle, like, I feel like that’s, that’s wonderful. You know, like, it’s been a hard day.

Amanda: Let’s doodle, let’s draw right. What, what’s, so then what do you. What’s maybe one thing you do, maybe you do a lot of things, but what are some things you could do differently to make your classroom more emotionally safe? Hopefully you got some ideas from this episode about, um, ways you could. Um, promote more knowledge about this topic.

Amanda: If you found this episode helpful, useful, if you enjoyed it, I always appreciate [00:36:00] the, um, sharing a link to the episode so more people become aware of it. You could write a review, you could, um, just rate it, give the show a rating. I really appreciate all the support. Thank you for listening. Talk to you [00:37:00] later.