Emotional Dysregulation of Children and Adolescents as a Cause of Exclusion from the School Environment – Possibilities for Counteracting the Phenomenon
Emotional Dysregulation of Children and Adolescents as a Cause of Exclusion from the School Environment – Possibilities for Counteracting the Phenomenon

Summary/Abstract: Emotional dysregulation, which refers to difficulties in managing, controlling and adequately expressing emotions, is a phenomenon more and more frequently diagnosed among young people disrupting their functioning in many areas, including: interpersonal relationships, everyday activities, but above all education, threatening the phenomenon of exclusion from the school community. However, to prevent this from happening and to ensure that pupils with difficulties in controlling their emotions have equal opportunities for development, appropriate school measures are needed to safeguard their special needs. Some of the possible intervention strategies of the school aimed at creating an optimal environment for the development of a pupil with emotional dysregulation and enabling them to participate fully in the life of the school, but also outside its space have been presented in this article. Among the forms of psychological and pedagogical support dedicated to pupils with emotional dysregulation, the following were mentioned: social skills training, mindfulness, the use of elements of cognitive behavioural therapy and dialectical behavioural therapy, peer mediation and peer tutoring, work on the pupil’s positive selfesteem, as well as establishing cooperation with the child’s family and involving it in the intervention process. As part of the postulates and indications for practice, attention was drawn to the need for appropriate education of teachers and psychologists, with particular emphasis on preparing staff in the area of early diagnosis of emotional disorders, which in turn is a key issue for effective intervention and minimising the threat of educational exclusion of the pupil.

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