Dorothy Espelage’s research helped me understand how deeply social and emotional conditions influence learning. When students experience bullying, exclusion, or a lack of emotional support, their ability to focus, participate, and perform academically is greatly affected. Emotional distress makes it difficult to feel motivated or confident in learning environments.

On the other hand, when learners feel safe, supported, and respected, they are more open to collaboration and more willing to take risks in learning. This isn’t only true for schools, it also applies to higher education, the workplace, and even personal growth. A positive emotional environment builds trust and engagement, while negative experiences can block learning altogether.

I believe that creating emotionally safe and socially supportive spaces should be a priority in any setting where learning takes place. People learn best when they feel valued, connected, and understood.

📚 References

Espelage, D. L., & Hong, J. S. (2019). Cyberbullying and traditional bullying: Differential association with depression. Computers in Human Behavior, 93, 125–132.

https://doi.org/10.1016/j.chb.2018.12.015

Espelage, D. L., & Swearer, S. M. (2010). A social-ecological model for bullying prevention and intervention: Understanding the impact of adults in the social ecology of youngsters. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 61–72). Routledge.

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2023).

D. L., & Swearer, S. M. (2010). A social-ecological model for bullying prevention and intervention: Understanding the impact of adults in the social ecology of youngsters. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 61–72). Routledge.