Emotion regulation in primary school children: A systematic review

In the last decade, much research has focused on children's 'emotion regulation' (ER) in school contexts. This has resulted in a wealth of studies a collection that has not been systematized until now. In pursuing this goal, the present systematic review has generated a total of 2, 617 results from 18 relevant databases, reflecting a detailed research literature review of the publishing peak years from 2011 until 2016. After reviewing the abstracts and conducting a full publication screening within a PICO table, 14 studies remained. The results of the evidence-based quality assessment show that the effects of school intervention programs on children's ER are rarely reported. It turns out that teacher-student-interaction is important, so it should be improved and integrated into intervention programs in order to subsequently examine their effectiveness.