William Cope
Pinakini Shah
Nadia Ayub
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Samuel Chukwuemeka Obasi
Sara RichterLearning, Knowledge and Human Development MOOC’s Updates
4. The Social and Emotional Conditions of Learning: The Case of Bullying in Schools (Dorothy Espelage)
Comment: How do social and emotional conditions affect learning? (This, of course, is just as much the case for higher education, workplace learning, or informal learning in communities and personal life.)
Make an Update: Dorothy Espelage has taken just one area—bullying at school—where she hase used the methods of educational psychology to explore the social-emotional conditions of learning. Take an area of socio-behavioral learning interest or concern to you. What does the evidence tell? What are the main concepts we need to interpret the evidence?
Feelings Matter: Learning Isn’t Just in Your Head
Social and emotional conditions have a big impact on learning—basically, if your brain is in panic mode, it’s not in learning mode. If you’re stressed, lonely, or feel like you don’t belong (looking at you, awkward group projects), it’s way harder to focus or remember anything. On the flip side, when you feel safe, supported, and confident, your brain is more open to soaking up info—kind of like a sponge that’s not too stressed to do its job. This applies everywhere: school, work, even learning how to do your taxes from a YouTube video at 2 a.m. Bottom line? Good vibes help brains work better.
Social and emotional conditions have a great impact on learning, regardless of the place, may it be in school, workplace and everyday life.
When a person feels emotionally safe, supported and respected, they are more motivated to engage. Positive emotions such as confidence, curiosity enhance focus, creativity and critical thinking. While negative emotions like fear, anxiety or loneliness can hinder concentration and problem solving skills.
In the end, learning is not just a cognitive process, it is emotional and social. When people feel connected valued and emotionally balanced, people’s ability reaches its fullest potential.
Social and emotional conditions play a major role in how students learn, behave, and interact in school and beyond. When learners feel emotionally supported and socially connected, they tend to be more motivated, confident, and engaged in their studies. On the other hand, negative conditions—like bullying, discrimination, or lack of emotional support—can lead to anxiety, low self-esteem, and poor academic performance.
Evidence from educational psychology emphasizes the importance of social-emotional learning (SEL) programs that teach empathy, self-awareness, and emotional regulation. These help students build healthy relationships and improve both their academic and personal development.
The main concepts to interpret this evidence include emotional intelligence, self-regulation, motivation, and social connectedness. Together, these factors show that education is not just about intellectual growth but also about nurturing emotional well-being and positive social relationships.
Social and emotional conditions play a crucial role in shaping how effectively people learn, regardless of setting—be it school, university, the workplace, or everyday life. When learners feel safe, valued, and emotionally supported, their brains are more open to processing information, engaging deeply, and retaining knowledge. Positive relationships with teachers, peers, or colleagues foster a sense of belonging and motivation, while negative emotions such as anxiety, fear, or isolation can hinder concentration and memory. Emotional intelligence—skills like empathy, self-regulation, and social awareness—also influences how individuals collaborate, solve problems, and adapt to challenges. In essence, learning is not just a cognitive process but a social and emotional one; environments that nurture trust, connection, and emotional well-being create the strongest foundation for meaningful and lasting learning.
Social and emotional conditions have a powerful influence on learning because they shape how students think, feel and behave in educational settings. Emotions significantly influence cognitive processes such as attention, memory and problem solving. For example, you are experiencing stress because of your work because of that you cannot concentrate, your attention is divided. According to Immordino_Yang and Damaiso (2007) emphasized that emotions are integral to reasoning and learning which positive emotions enhance concentration and retention, while negative emotions like stress or anxiety interfere with information processing. However, Goleman's (1995) Emotional Intelligence Theory stated the importance of self-awareness, self regulation, motivation, empathy, and social skills managing managing emotional experiences that affect learning outcomes. In other words, the students must be emotionally stable in order for them to learn because if they are emotionally disturb probably it will probably affect their learning. In addition, Maslow's (1943) Hierarchy of Needs suggests that learners must feel safe, secure, respected, and emotionally supported before they can engage in higher-order thinking and creativity.
Learning is deeply influenced not only by cognitive processes but also by social and emotional conditions. Whether in schools, higher education, workplaces, or informal community settings, the social environment and emotional state of learners play a crucial role in shaping their ability to absorb, process, and apply knowledge.
Social conditions—such as positive relationships, collaboration, and a sense of belonging—create a supportive learning atmosphere. When learners feel accepted and connected to peers or mentors, they are more likely to engage actively, take intellectual risks, and persist through challenges. Conversely, social isolation or negative interactions can lead to disengagement and hinder learning.
Emotional conditions also significantly affect learning. Emotions like anxiety, stress, or fear can impair concentration, memory, and problem-solving abilities. In contrast, feelings of safety, motivation, and confidence promote better focus and openness to new experiences. For example, a student who feels anxious about speaking up in class may miss opportunities to deepen understanding through discussion.
In workplace or community learning, emotional intelligence—awareness and regulation of one’s own and others’ emotions—enhances collaboration, communication, and adaptability. Learning in emotionally supportive environments fosters creativity and innovation, whereas toxic or high-pressure environments can stifle growth.
In sum, social and emotional factors are inseparable from cognitive learning processes. Effective learning environments nurture positive relationships and emotional well-being, recognizing that how learners feel and relate to others profoundly shapes what and how they learn.
Feeling good about yourself and the people around you makes a big difference in how well you learn. When you feel safe, accepted, and part of a group, whether it’s a classroom, a workplace, or just friends getting together, you’re more likely to ask questions, try new things, and stick with challenging problems. Supportive relationships with teachers, classmates, or coworkers can transform learning into an enjoyable experience instead of a stressful one.
But if you’re anxious, lonely, or worried about being judged, it’s much harder to focus or remember what you’re learning. It’s easy to shut down or give up when you don’t feel emotionally supported. That’s why having a positive, welcoming environment matters so much. Whether you’re in college, at work, or learning something new on your own, feeling connected and understood helps you stay motivated and get more out of the experience. Learning isn’t just about facts. It’s about feeling comfortable enough to grow.
Social and emotional conditions definitely shape how people learn. For me, I think about workplace stress—when people are overworked or anxious, their focus and motivation drop a lot. Evidence shows stress impacts memory and problem-solving, while support and positive relationships make learning easier. The key ideas are stress, motivation, and social support.
Social and emotional conditions play a huge role in learning because they shape how motivated, focused, and open a person is to new knowledge. For example, students who feel supported and safe are more willing to take risks and engage, while stress, fear, or lack of belonging can block learning. This applies not just in school but also in the workplace or community settings—when people feel valued and connected, they learn better. According to Immordino-Yang and Damasio (2007), emotions aren’t separate from learning; they drive attention, memory, and decision-making. That means educators, mentors, and leaders should build positive environments where learners feel secure and encouraged, since emotional safety fosters deeper understanding.
Social and emotional conditions deeply shape how students learn. When learners feel safe, supported, and valued, they are more likely to stay motivated, take risks, and engage meaningfully with content. On the other hand, stress, anxiety, or negative peer dynamics can block concentration and memory. This shows that teaching is not only about delivering knowledge, it’s also about creating environments that support students’ well-being and emotional growth.