Three co-regulation strategies for classroom facilitation: welcoming, praise, and breath to focus¶

Element · All elements
Evidence · 5 claims (3 for, 1 mixed, 1 against) · 1 study (1 design), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The study implemented and tested three classroom strategies drawn from the SARHM project. Welcoming includes sheet, greet, and meet activities for personal connection; praise includes two-part verbal and four-part written praise of specific behavior or effort; and breath to focus teaches deep breathing, where "The facilitator teaches youth to use deep breaths to refocus during transitions or times of intense emotion", with the facilitator authentically modeling the exercise. Three additional strategies (group agreements, Rest & Return, Take Note) were introduced in a January 2023 refresher training but were not evaluated.

Design Implications¶

Context¶

Requirements¶

• Training and ongoing coaching support for facilitators to implement the strategies

Constraints¶

• Four-part written praise was blocked by school-level constraints at two of nine sites; the three additional strategies were not evaluated in this study

Target Learners¶

• high school-age youth in school-based SRAE programs

Target Learning Goals¶

• self-regulation skills
• positive facilitator-youth relationships
• positive program climate

Affordances¶

• Co Regulation Framework Three Support Domains

Claims¶

• Implementation of co-regulation strategies was shaped by classroom context, facilitator experience and mindset, and varied in ease across strategies [~W]
• Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions [+W]
• Using co-regulation strategies helped facilitators and youth build warm, trusting relationships [+W]
• Facilitators reported that co-regulation strategies strengthened their facilitation and made their interactions with youth more intentional [+W]
• School-level constraints prevented two of nine sites from using the four-part written praise strategy [-W]

Related Elements¶

Examples¶

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Key Sources¶

• Tingey, L., R. Piatt, A. Hennigar, C. O'Callahan, S. Weaver, and H. Zaveri. (2023). The Sexual Risk Avoidance Education National Evaluation: Using Co-regulation in Youth Programs. OPRE Report 2023-281, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/opre