2023-09-06 04:00:14
Balance is the basis of well-being in the broad sense of the term. In order to successfully carry out projects, one needs a certain stability. Stability refers to the constancy and predictability of the social environment. Despite its importance for the student in particular, it is not an asset.
Given that daily, we are confronted with unforeseen events that disturb this stability. It can be a situation of discomfort caused by a move, the loss of a loved one, the separation of parents, etc. These factors affect the future of the student, who sometimes experiences these changes very badly on a personal level. Which changes have repercussions on his schooling, whose level of involvement in school is seen to change and in the worst case, school dropouts follow.
Taking into account the permeability of family life and school life, it is a question of showing the risks to be incurred from the lack of emotional stability on the student’s school results and even on the latter’s future. To do this, it is important to focus on the i of emotions on the cognitive abilities of the student, and the rate of delinquency in the school environment.
Effect on cognitive abilities
Cognitive abilities vary from student to student. Nevertheless, if there is one fact on which education specialists agree, reputed to limit or increase the cognitive capacities of the student, it is the emotions. These relate to an intense affective state, occurring as a result of a stimulus.
The stimulus can have a positive or negative effect on the student. In either case, cognitive abilities are affected, with the only difference that pleasurable events tend to be pursued and repeated, while painful ones are interrupted and avoided. In this way, depending on the student’s well-being, his motivation at school is engaged, including his learning abilities. This means that a positive environment is a facilitator for the acquisition of knowledge, unlike an unstable or disturbed one.
Thus, if the student evolves in a stressful environment, characterized by anxiety, family conflicts for example, his cognitive abilities are significantly affected. This is all the more true since, in a stressful situation, the pupil’s prefrontal cortex, the seat of the executive functions, namely planning, attention, priority, anticipation, memorization and concentration, is dysfunctional. This dysfunction, if it is not regulated, has serious consequences on the performance of the student, who is present at school only in body and not in mind. And yet to succeed, you have to be focused. For this, it is important that the child develops in a healthy, balanced environment. And parents have a big role to play in that.
Indeed, the parents, the first educators, are supposed to work in good collaboration with the teachers, in order to provide the student with a reassuring environment, favorable to his development, to the construction of himself and to academic success.
If from the start the family nucleus is unstable, this will be felt in the schooling of the child. This is well demonstrated by Paul Archambault in an article published in the magazine population et société, speaking of the consequences of divorce on the school results of the student; it is recognized that “the separation of the parents before the majority of the child reduces the duration of his studies from six months to more than a year on average”.
In addition to this, he certifies that the failure rate doubles in the event of parental separation: it goes from 7% to 15%. As we can see, the achievement of a good performance at school depends on the state of mind of the student who, to succeed, must evolve in a healthy, relatively stable environment. Because it is regarding his ability to learn, and even the continuation of his education. If it is true that instability within the family leads to an increase in failure rates, it also leads to behavioral problems in children. This leads to juvenile delinquency.
Effect on juvenile delinquency
Managing your emotions is essential for living in society and especially for ensuring your socialization at school. But this is no small matter. Juvenile delinquency in the school environment has its origins in several determining factors, in particular instability within the family unit, as we have noted, among other factors. In fact, young people in need of affection seek by all means to be noticed by posing deviant acts. They thus express their unease, launches a call for distress.
This mode of communication can take many forms such as physical violence, insults and insolence towards classmates and teachers, even if this language is not the best. In any case, such an attitude stems from the lack of ability to regulate one’s emotions, but above all from the desire to obtain a certain satisfaction on the one hand, and to attract the attention of educators on the other.
Thus, we note that to be heard, the means of expression found by the psychologically disturbed student is violence. This particular penchant for violence is explained by the fact that apart from psychological problems, the student develops in an environment where violence is the most common response. As a result, he ignores expressing himself otherwise.
In this wake, so that the school does not turn into a ring, and especially with the aim of creating a healthy, balanced environment, which should guarantee academic success, it is necessary to teach the pupil to better manage his emotions by offering him courses on emotional intelligence, so that he becomes aware of his emotions and those of others, with a view to better managing them. This single action of positive attention can also increase his sense of belonging: he is given a value, an importance.
This irrevocably generates a great consideration of emotions by the teacher who will no longer be taxed to be content only with the transmission of knowledge without dwelling on the emotional dimension of learning to students.
Illustration : klimkin – Pixabay
References
DUBAND Valérie, 2021, “The impact of emotions on learning”, Dysmoi, online
https://dysmoi.fr/impactemotionapprentissage/#:~:text=Lorsqu’un%20%C3%A9l%C3%A8ve%20est%20dans,anticipation%2C%20organisation%20ou%20encore%20concentration
DUSSOUILLEZ Cyprien, LOPEZ David, 2017, “Effects of students’ positive and negative emotions on their motivation and their commitment to PE”, online https://univ-fcomte.hal.science/hal-02370720/document
MOATTI Daniel, 2000, “Communication through violence”, Sociology of communication, online
https://www.persee.fr/doc/colan_0336-1500_2000_num_123_1_2990
SERET Alex, 2019, Young Offenders: Psychological Distress and Deficit Emotional Recognition? Ed Sciences
https://matheo.uliege.be/bitstream/2268.2/7945/4/M%C3%A9moire.pdf
PUOZZO Isabelle, 2013, “Pedagogy of creativity: from emotion to learning”, online https://journals.openedition.org/edso/174#:~:text=L’%C3%A9vocation%20m%C3%AAme%20d’un,plus%20d’%C3%A9l%C3%A9ments%20%C3%A0%20d%C3%A9crire
MIKOLAJCZAK Moïra “Why emotional intelligence should be taught at school? ” Online
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