Teachers' Experiences of Implementing Emotion Coaching in Irish Primary Schools: What Helps and What Hinders?

Emotion Coaching is a relational-based approach that aims to support children to identify, understand, and regulate their emotions. It is underpinned by the work of Gottman (1996) and refined for educational contexts by Gilbert, Rose, & McGuire-Snieckus (2014). The overall aim of this study was to review the existing literature concerning the application of Emotion Coaching in educational settings, and to address a knowledge gap as identified from the literature review findings. The underlying epistemological position was social-constructivism, and this thesis was underpinned by Implementation Science. Empirical findings were framed in light of their practical relevance and application to real-world Emotion Coaching practices. In Ireland, Emotion Coaching training began to be provided by the National Educational Psychological Service (NEPS), since 2020. Semi-structured interviews were used to explore the experiences of 18 teachers who have implemented Emotion Coaching across 11 Irish primary schools; 11 class teachers and seven special education teachers. Interviews were analysed following the Braun and Clarke’s (2006; 2022) six-step framework for reflexive thematic analysis. Two themes were identified: impact of Emotion Coaching implementation and facilitators and barriers to implementing this approach. Key findings related to teachers’ reflections on their practices, the well-being of staff and students, the importance of parental engagement, and ways to support Emotion Coaching practices in the future. Findings from this research inform future training and practice, how educational psychologists implement Emotion Coaching training,, and areas for future research.