When teachers participated in a training program focused on pro-social classroom behavior, their students became more socially competent and better able to regulate their emotions than students in classrooms without trained teachers, according to new research from the University of Missouri (MU).

Past research shows that students who are able to regulate their emotions are more likely to be academically successful.

Wendy Reinke and Keith Herman, professors in MU's College of Education, studied more than 100 teachers and 1,817 students from kindergarten to third grade to see if teachers could support students’ emotional and behavioral growth through the

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    This story originally appeared online via the MU News Bureau.