Learning meets feeling: Reimagining education through emotional guidance

School of Architecture, University of Liverpool, Liverpool, UK

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Abstract

This essay examines how emotional guidance within educational contexts enhances student experiences and academic outcomes. It explores the influence of academic emotions. While emotions like pride and enthusiasm can strengthen engagement and resilience, unaddressed negative emotions, like desperation or anxiety, may significantly hinder academic progress. In addition, the paper highlights the importance of emotional guidance, namely, as intentional support through both explicit instruction and implicit modeling to help students understand and manage their emotions. It also discusses key challenges, including insufficient teacher training, emotional burnout among educators, the limited adaptability of support programs, and difficulties in assessing emotional outcomes. To address these issues, the essay offers evidence-based recommendations: improving teacher preparation, fostering emotionally supportive learning environments, and partnering with external organizations to provide trauma- informed, culturally responsive support.