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Measuring how teachers' emotions can impact student learning
University of Delaware professor Leigh McLean has developed a new tool for measuring teachers’ emotional expressions and studying how these expressions affect their students’ attitudes toward learning. McLean uses this tool to gather new data showing emotional transmission between teachers and their students in fourth-grade classrooms. McLean and co-author Nathan Jones of Boston University share the results of their use of the tool in a new article in Contemporary Educational Psychology. They found that teachers displayed far more positive emotions than negative ones. But they also found that some teachers showed high levels of negative emotions. In these cases, teachers’ expressions of negative emotions were associated with reduced student enjoyment of learning and engagement. These findings add to a compelling body of research highlighting the importance of teachers’ and students’ emotional experiences within the context of teaching and learning. “Anyone who has been in a classroom knows that it is an inherently emotional environment, but we still don’t fully understand exactly how emotions, and especially the teachers’ emotions, work to either support or detract from students’ learning,” said McLean, who studies teachers’ emotions and well-being in the College of Education and Human Development’s School of Education (SOE) and Center Research in Education and Social Policy. “This new tool, and these findings, help us understand these processes more precisely and point to how we might provide emotion-centered classroom supports.” Measuring teacher and student emotions McLean and Jones collected survey data and video-recorded classroom observations from 65 fourth-grade teachers and 805 students in a Southwestern U.S. state. The surveys asked participants to report their emotions and emotion-related experiences — like feelings of enjoyment, worry or boredom — as well as their teaching and learning behaviors in mathematics and English language arts (ELA). Using the new observational tool they developed — the Teacher Affect Coding System — McLean and Jones also assessed teachers’ vocal tones, body posturing, body movements and facial expressions during classroom instruction and categorized outward displays of emotion as positive, negative or neutral. For example, higher-pitched or lilting vocal tones were categorized as positive, while noticeably harsh or sad vocal tones were categorized as negative. Overall, McLean and Jones found that teachers spent most of their instructional time displaying outward positive emotions. Interestingly though, they did not find any associations between these positive emotions and students’ content-related emotions or learning attitudes in ELA or math. “This lack of association might be because outward positivity is the relative ‘norm’ for elementary school teachers, and our data seem to support that,” McLean said. “That’s not to say that teachers’ positivity isn’t important, though. Decades of research has shown us that when teachers are warm, responsive and supportive, and when they foster positive relationships with their students, students do better in almost every way. It could be that positivity works best when done in tandem with other important teacher behaviors or routines, or it could be that it is more relevant for different student outcomes.” However, they did find that a small subset of teachers — about 10% — displayed notable amounts of negative emotions, with some showing negativity during as much as 80% of their instructional time. The students of these teachers reported reduced enjoyment and engagement in their ELA classes and reduced engagement in their math classes. “We think that these teachers are struggling with their real-time emotion regulation skills,” McLean said. “Any teacher, even a very positive one, will tell you that managing a classroom of students is challenging, and staying positive through the frustrating times takes a lot of emotional regulation. Emotion regulation is a particularly important skill for teachers because children inherently look to the social cues of adults in their immediate environment to gauge their level of safety and comfort. When a teacher is dysregulated, their students pick up on this in ways that can detract from learning.” Recommendations for supporting teacher well-being Given the findings of their study, McLean and Jones make several recommendations for teacher preparation and professional learning programs. As a first step, they recommend that teacher preparation and professional learning programs share information about how negative emotions and experiences are a normal part of the teaching experience. As McLean said, “It’s okay to be frustrated!” However, it is also important to be aware that repeated outward displays of negative emotion can impact students. McLean and Jones also suggest that these programs provide specific training to teachers on skills such as mindfulness and emotion regulation to help teachers manage negative emotions while they’re teaching. “Logically, these findings and recommendations make complete sense,” said Steve Amendum, professor and director of CEHD’s SOE, which offers a K-8 teacher education program. “After working with many, many teachers, I often see teachers' enthusiasm or dislike for a particular activity or content area transfer to their students.” McLean and Jones, however, emphasize that supporting teacher well-being can’t just be up to the teachers. Assistant principals, principals and other educational leaders should prioritize teacher wellness across the school and district. If teachers’ negative emotions in the classroom result in part from challenging working conditions or insufficient resources, educational leaders and policymakers should consider system-wide changes and supports to foster teacher well-being. To learn more about CEHD research in social and emotional development, visit its research page. To arrange an interview with McLean, connect with her directly by clicking on the contact button found on her ExpertFile profile page.
Sample Discusses Court Hearing on Alien Enemies Act
Maurice A. Deane School of Law at Hofstra University Professor James Sample recently joined MSNBC and CNN to discuss the federal court hearing on the use of the Alien Enemies Act. Professor Sample was in-studio with MSNBC’s Alex Witt, former federal prosecutor Kristy Greenberg, and former Acting Director of U.S. Immigration and Customs Enforcement John Sandweg to discuss the ongoing legal battle. He later joined CNN’s Lynda Kinkade to discuss the temporary block against President Donald Trump’s use of the Alien Enemies Act.
How the Black Sea ceasefire could backfire for Ukraine
Washington is touting the proposed Black Sea ceasefire between Ukraine and Russia, but there are signs that Russia could emerge from the deal with the upper hand. Hein Goemans, a political science professor at the University of Rochester whose research focuses on territorial disputes and what starts and ends wars, says the agreement “doesn’t really mean much.” “What matters is territorial divisions,” Goemans says. “I see this ceasefire deal as Russia trying to play the United States.” Goemans says the deal would be reasonable if the U.S. were willing to enforce it with sanctions if, or when, Russia reneges. “Ukraine should not believe this deal is in any way credible if the U.S. is not willing to commit to sanctions if Russia reneges, which it will,” Goemans says. He adds that the deal also favors Russia if other parts of it, like the repatriation of Ukrainian children, are not effected. “The chance that Russia would effectively help with the repatriation of Ukrainian abducted children is zero,” Goemans says. “It appears Russia has not compromised on any dimension.” Goemans recently shared similar thoughts with Newsweek, and is regularly tapped by news outlets around the world for his insights on the war in Ukraine and territorial disputes in hotspots across the globe. Reach Goemans by clicking on his profile.
The Lost Girls of Autism is published on 3 April 2025, coinciding with Autism Awareness Month in April In the book, Professor Rippon explores the ‘male’ history of autism, and why autism in women has been misunderstood and ignored Professor Rippon will give a free public lecture on the book at Aston University on 6 May 2025. Gina Rippon, professor emeritus of cognitive neuroimaging at Aston University Institute of Health and Neurodevelopment (IHN), has written a new book, entitled The Lost Girls of Autism. The book will be released on 3 April 2025, coinciding with Autism Acceptance Month in April. It has the subtitle ‘How Science Failed Autistic Women and the New Research that’s Changing the Story’. Historically, doctors believed that autism was a male condition, and simply did not look for it in girls and women. This has meant that autistic girls visiting a doctor have been misdiagnosed with anxiety, depression or personality disorders, or are missed altogether. Many women only discover they have the condition when they are much older, missing decades of support. In more recent years, it has become apparent that girls and women with autism have different traits and behaviours to boys and men, and are more likely to hide autistic traits to fit in – known as camouflaging. In The Lost Girls of Autism, Professor Rippon explores the emerging science of female autism, and examines why it has been systematically ignored and misunderstood for so long. Professor Rippon will give a free public lecture about her book on Tuesday 6 May 2025 at 18:00 BST at Aston Business School. Visit https://www.eventbrite.co.uk/e/the-lost-girls-of-autism-an-audience-with-author-gina-rippon-tickets-1304020734119 for more information and tickets. Copies of the book will be on sale at the event. Professor Rippon said: “This book reveals how a ‘male spotlight’ problem has biased many aspects of the autism story, from what autism is, to how we recognise it, and even how brain imagers like me search for answers. It shows how and why autistic women have been unrecognised, overlooked and unsupported. It shines a new light on how the story is changing and how we are now beginning to recognise the full spectrum of the autistic experience. It is for anyone with an interest in autism in all its presentations.”
Protect yourself: Scammed by a QR Code? It didn’t have to happen
QR codes are used everywhere nowadays – to pay for metered parking, to read menus at restaurants, to win a free cup of coffee. Cybercriminals are using them, too – redirecting users to harmful websites that harvest their data. The practice is known as “quishing,” derived from QR code phishing, and it is a fast-growing cybercrime. But it doesn’t have to be. University of Rochester engineers Gaurav Sharma and Irving Barron have devised a new form of QR code – called a self-authenticating dual-modulated QR (SDMQR) – that protects smartphone users from quishing attacks by signaling when users are being directed to a safe link or a potential scam. Gaurav is a professor of electrical and computer engineering, computer science, and biostatistics and computational biology. Barron is an assistant professor of instruction in electrical computer engineering. Their creation involves allowing companies to register their websites and embed a cryptographic signature in a QR code. When the code is scanned, the user is notified that the code is from an official source and safe. Gaurav and Barron recently wrote about their technology in the journal IEEE Security and Privacy, and spoke about their work on the National Science Foundation's Discovery Files podcast. They can be reached by email at gaurav.sharma@rochester.edu and ibarron@ur.rochester.edu.
University of Delaware researchers have found that measuring brain stiffness is a reliable way to predict brain age. This information could be used to identify structural differences that indicate departure from the normal aging process, potentially identifying and addressing disorders such as Alzheimer’s disease and Parkinson’s disease. In recent findings, Curtis Johnson, associate professor of biomedical engineering, and Austin Brockmeier, assistant professor of electrical and computer engineering, show that measuring both brain stiffness and brain volume produces the most accurate predictions of chronological age. Their findings were published in a recent edition of the journal Biology Methods and Protocols. The pair worked with three current and former UD students to reach their conclusions. “Brain volume is a common measure that we use to study the brain,” Johnson said. “But something has to be happening to cause a brain to shrink. Something is happening at the microscale that causes it to shrink — changes in the tissue that also cause stiffness to change. And that precedes whatever happens when the volume changes.” “The stiffness maps all seem kind of random — until we see a large number of images and the randomness fades away and we start to see common patterns in stiffness,” Johnson said. “We sort of knew there was more [information] in there than what we were extracting." A cutting-edge magnetic resonance imaging (MRI) scanner at UD’s Center for Biomedical and Brain Imaging handled the brain scanning. On the artificial intelligence side, the brain maps were analyzed by three-dimensional “convolutional neural networks,” which — as the name suggests — are convoluted and complicated, incorporating many layers and dimensions. To arrange and interview with Johnson or Brockmeier, send an email to mediarelations@udel.edu
For autonomous machines to flourish, scalability is everything
The past decade has seen remarkable advancements in robotics and AI technologies, ushering in the era of autonomous machines. While the rise of these machines promises to revolutionize our economy, the reality has fallen short of expectations. That’s not for a lack of intensive investments in research in development, says Yuhao Zhu, an associate professor of computer science at the University of Rochester. The reason we’re not seeing more service robots, autonomous drones, and self-driving vehicles, Zhu says, is that autonomation development is currently scaling with the size of engineering teams rather than the amount of relevant data and computational resources. This limitation prevents the autonomy industry from fully leveraging economies of scale, Zhu says, particularly the exponentially decreasing cost of computing power and the explosion of available data. Zhu recently co-authored a report on the quest for economies of scale in autonomation in Communications of the ACM and is part of an international team of computer scientists focused on making autonomous machines more reliable and less costly. He can be reached by email at yzhu@rochester.edu.
A Bumpy Ride Ahead for HigherEd
A confluence of political, economic, and social challenges is threatening the very fabric of US universities. In both red and blue states, the political and economic headwinds facing institutions are fierce, public skepticism is high, and social media has become a polarizing battleground of filter bubbles filled with mis/disinformation. Universities find themselves squeezed by funding cuts, scrutinized by lawmakers, and caught in cultural crossfire. This presents a unique challenge for communications professionals. In this era of declining trust and “alternative facts,” they need to be hyper-informed, adapt quickly, and boldly emphasize the critical value institutions have in society. Communications should function as a vital link, bridging this growing divide between town and gown. In red and blue states, the political and economic headwinds hitting higher education are fierce, public skepticism is high, and social media has become a polarizing battleground of filter bubbles filled with mis/disinformation. It's important to note that throughout history, universities often emerge stronger and more deeply connected to the public during times of turbulence. Universities played a key role in partnering with the government to implement Roosevelt's New Deal, helping with emergency relief and agricultural programs. They helped democratize education with the GI Bill after World War II. They responded to societal demands during the civil rights era. Most recently, they played a key role in public health amidst the COVID-19 pandemic. Campus communicators have a unique set of skills and a vital responsibility to steer their institutions through these tough times. But the road ahead will be hard. The New Reality for Campus Communicators Cuts to Research Funding The lifeblood of academic innovation—research dollars—is under threat. The new political regime in Washington is looking to cut billions in federal research funding. A sudden cap on NIH indirect costs (slashed to 15% from an average of 28%) will have a profound impact on programs. Many researchers report that major grants are frozen or are expected to shrink. This “budget axe” isn’t theoretical for research universities—it’s biting right now. Communicators must convey what’s at stake: essential contributions such as groundbreaking science, community health programs, and innovation pipelines that fuel the economy hang in the balance as money gets tighter. Increasing State Oversight & Regulation In state capitals, politicians are muscling into campus affairs like never before. Republican-controlled statehouses are overhauling higher education governance, introducing over 150 bills in 35 states aimed at tightening control over public institutions. Even tenure is threatened. In the past year, lawmakers in seven states moved to eliminate or curb tenure and impose stricter post-tenure reviews – an unprecedented encroachment on academic freedom. New laws and proposals are creating oversight committees, mandating changes to the curriculum, and even threatening funding for programs out of political favor. The message from some state capitols is clear: “We’re watching you.” This surge in oversight and regulatory meddling means university communicators must navigate an increasingly fine line, demonstrating transparency and accountability at every turn to appease regulators while fiercely defending their institution’s academic autonomy. Political Pressure and DEI Backlash Diversity, equity, and inclusion initiatives are under open attack. What began as partisan rhetoric has evolved into concrete threats – and actions – against campus diversity efforts. Dozens of states have passed or proposed laws to defund DEI offices, ban diversity training, or restrict teaching about race and gender. The result? An “inconsistent and confusing landscape” for colleges as they respond to swelling political pressure. The campaign against campus DEI has dramatically accelerated in 2025, turbocharged by signals from the Trump administration pushing to eliminate DEI efforts across government and higher ed. According to The Chronicle of Higher Education 270 campuses in 38 states have already scaled back or dismantled some DEI programs under this pressure. For communications teams, the DEI backlash creates a messaging minefield. They must affirm institutional values of inclusion and support for marginalized groups, even as those very programs face hostile scrutiny from powerful critics. Threats to the Federal Department of Education In Washington, the unthinkable is suddenly on the table: the U.S. Department of Education itself is in the crosshairs. President Trump has made good on campaign promises by signing an executive order to dismantle the Department of Education. While outright abolition requires Congress, the administration has already laid off nearly half of the department’s staff and moved to strip the agency to its bare bones. “We’re going to shut it down… it’s doing us no good,” Trump declared. This unprecedented move could upend federal support and guidelines for universities – from financial aid administration to civil rights enforcement – leaving states to fill the void. Communications professionals must reassure students, faculty, and the public that education won’t grind to a halt if federal oversight wanes. It’s a communications tightrope: acknowledging the potential for massive change while conveying stability in the university’s core mission. After all, even if Washington pulls back, universities still answer to accreditation bodies and the public trust. The Misinformation Deluge on Social Media The information ecosystem has never been more chaotic – or more dangerous. Universities are grappling with viral misinformation and disinformation that can ignite campus controversies overnight. In the age of TikTok rumors and politicized Twitter (or “X”) feeds, false narratives spread like wildfire before facts can catch up. Recent campus incidents have shown how quickly truth gets muddled: one university saw fake reports about a protest spread widely. At the same time, another dealt with a gross misinterpretation of a student gathering that went viral. Photos and videos are routinely ripped out of context or deliberately edited with misleading labels. The public, meanwhile, is “bombarded with misinformation” online and growing distrustful of experts. For higher ed communicators, countering misinformation means fighting a two-front war: rapidly correcting falsehoods about their institution and proactively pushing out accurate, compelling content to capture attention before the rumors do. Economic Uncertainty and Budget Turbulence. Even aside from targeted funding cuts, universities are feeling economic whiplash. Inflation, endowment fluctuations, and post-pandemic enrolment dips have collided to squeeze campus finances. Many institutions face structural deficits and tough choices about programs and staffing. In fact, according to the Chronicle of Higher Education, two-thirds of colleges now show at least one sign of financial stress – a startling statistic that underscores how widespread the budget crunch has become. From flagship public universities to small private colleges, hiring freezes and spending cuts are the order of the day. Every dollar is scrutinized by trustees and legislators alike. Communications pros must now operate in a climate of fiscal anxiety, where messages about any new initiative or expense can trigger questions about priorities. The task at hand is to highlight the university’s economic stewardship and continued value to students and the community, even as belts tighten. It’s critical to communicate that the institution is navigating the storm responsibly—protecting its academic core and maximizing the impact of every precious dollar. Demands to Prove Real-world Impact “What is higher ed really doing for society?” In 2025, that question echoes from state capitols, donors’ boards, and kitchen tables across America. Universities are under intense pressure to demonstrate the real-world value of their research and teaching like never before. Lawmakers openly discuss ROI (return on investment) for degrees and research grants, seeking data on graduates’ earnings and innovations spawned per taxpayer dollar. Public confidence in higher education has been shaken – a recent Gallup survey found Americans’ confidence in colleges has plummeted to 36%, down from 57% in 2015. Many believe in personal value (a college degree for better jobs) but doubt that higher education delivers for the greater good. In short, the public is skeptical whether campus research and scholarship are worth the cost. University communicators must do more than publicize exciting discoveries – they must connect the dots for people. Every media release, story, or tweet should answer: Here’s how this university’s work benefits you, your community, and the world. Whether it’s a medical breakthrough, a tech startup from the lab, or a student project solving a local problem, the mandate is clear: show impact or risk losing support. In my next post, I'll provide a detailed blueprint to help communications professionals proactively plan and organize their teams for the road ahead. This actionable framework will help you better identify where you can add value for your institution where it needs it the most and confirm your critical role as a trusted resource. To your success! Upcoming Speaking Events April 23 PRSA Virtual Workshop "Cutting Through the Noise: What Thought Leadership Strategies are Working in Today’s Environment” Register Here June 8 IABC World Conference, Vancouver “The Thought Leadership Blueprint: Why & How to Build a High-Impact Program” Register Here Sept. 12-13 PRSA East Central Conference, Cleveland “The New Comms Leadership Skillset” Register Here About ExpertFile ExpertFile is revolutionizing how organizations connect their experts to journalists, podcasters, and conference organizers who need to find credible experts on tight deadlines…fast. Featuring experts on over 50,000 topics, our free Apple and Android mobile app is the go-to resource for journalists at media outlets such as the New York Times, CNN, NPR Radio, Fox News, BBC, The Guardian, ABC News, CBC, AXIOS and Time Magazine. For over a decade, our award-winning software platform has been helping marketing departments better manage and promote their online thought leadership to reach a wider audience. Clients include Carnegie Mellon University, ChristianaCare Health, Villanova University, Aston University and Emory University. Learn more at: expertfile.com/getstarted
How to help children cope when tragedy and social media collide
When a child feels traumatized by stressful events or a tragedy, exposure to social media can exacerbate the problem. That's in part because social media can be wrought with misinformation and disinformation, and appropriate communication on its platforms is often lacking. “There are no rules on social media, and kids can gang up on each other,” says Jennie Noll, professor of psychology at the University of Rochester and executive director of the university’s Mount Hope Family Center, which provides evidence-based intervention and prevention services to thousands of children and their families in the Rochester area, with a primary focus is supporting children and families affected by stressful or traumatic experiences. What can adults do to help children cope with tragedy and check in on their emotional and social well-being? The best thing that parents, guardians, and other caretakers of children can do is help youngsters understand that there is more to communication, more to friendship, and more to their self-worth than what arises on social media."We need to understand how we treat each other as humans on social media. Social media has exasperated everything that we thought was risky with regard to how teens interact." She recommends parents check in with their children, enforce breaks from social media for them when they're confronting a stressful situation, and help them make alternative plans. Media outlets often turn to Noll for her insights into child psychology, maltreatment prevention, and social media use. She can be reached by clicking on her profile.
President Trump Plans Call to Putin
Dr. Meena Bose talked to Fox News Radio stations around the country about President Donald Trump’s planned call with Russian President Vladimir Putin to help negotiate a ceasefire and an eventual end to the war in Ukraine. Dr. Bose spoke to: WRVA in Richmond, VA; WBAP in Dallas, TX; and WFRK in Florence, SC; WHO in Des Moines, IA; and KURV in McAllen, TX. Dr. Bose is a Hofstra University professor of political science, executive dean of the Public Policy and Public Service program, and director of the Kalikow Center for the Study of the American Presidency.
