Stress and learning in school-aged children: the protective role of emotion regulation

Childhood stress is increasingly being recognized as a central factor influencing development, health and education. This multifactorial phenomenon is not limited to traumatic events: children can encounter it in everyday life through peer relationships, family dynamics and school pressure. Persistent exposure to severe and adverse conditions such as poverty, neglect and family conflict can alter individuals' internal response and adaptation to the stressors they face. The biological and environmental mechanisms through which stress operates can affect children's capacity to learn, regulate their behavior and succeed in school. Continuous disruption of these processes is linked to heightened vulnerability to emotional difficulties and reduced academic performance. The recent COVID-19 pandemic further amplified these concerns, especially in relation to social isolation and to inequalities in accessing education. Against this background, children's ability to regulate, identify, and respond adaptively to emotions can serve as a protective factor in buffering the negative consequences of stress, even in educational settings. Considering the role of adversities in shaping children's well-being, fostering emotion regulation skills in early life can mitigate the harmful effects of stress on learning and executive functions. This thesis seeks to analyze the protective mechanisms of emotion regulation on children's academic performance under stressful conditions, emphasizing its positive significance for both mental health and educational outcomes.