TEACHERS’ PERSPECTIVES ON EMOTIONAL REGULATION STRATEGIES FOR GENERATION ALPHA STUDENTS IN KOLKATA

Abstract

Generation Alpha, born around 2010 and later, is the first generation to grow up entirely within digital environments, shaping distinctive emotional, social, and behavioural patterns in classrooms. Addressing growing concerns regarding emotional regulation, attention, and interpersonal functioning, particularly within the understudied Indian context, this study explores teachers’ perceptions of these changes. A qualitative research design was employed using semi-structured interviews with five teachers having over five years of teaching experience across different schools. Data were analysed using reflexive thematic analysis. The findings indicate that although children are more emotionally expressive, they also demonstrate low frustration tolerance, impulsivity, difficulty recovering from distress, unstable peer relationships, reduced attention span, and a preference for instant gratification associated with digital exposure. Teachers also reported changing authority dynamics, requiring more relational and emotionally responsive roles. The findings highlight a developmental mismatch between emotional expression and regulatory capacity, emphasizing the need for emotionally informed pedagogy, social-emotional learning, and strengthened school-based mental health support systems.