top of page

Introducing Leona: She’s Discussing The Value of Warm Demanders

  • Writer: Karin Hodges
    Karin Hodges
  • Aug 24
  • 5 min read

Updated: Sep 9





Introducing our Avatar Intern, Leona! She is here today to discuss the vital role of educators as warm demanders. This concept is crucial in fostering positive relationships between teachers and students. Educators who embody this role create an environment where students feel supported yet challenged.


Warm demanders are teachers who set high expectations for educational effort and attainment, while also providing emotional support. They encourage students to strive for excellence, all while nurturing their emotional well-being. This balance is essential for effective learning and development.


The Impact of Educators on Student Success


Educators play a significant role in shaping the emotional landscape of their classrooms. When teachers act as warm demanders, they help students be in some stress, which allows them to develop resilience. With boundaries and high expectations, they help students achieve, which is good for students' academic self-efficacy, critical for future academic success.


Building Strong Rapport


Building strong rapport with students is at the heart of being a warm demander. Educators must take the time to understand human development. This involves active listening and empathy. When students feel heard and understood, they are more likely to engage in the learning process. This also deepens educators' professional esteem and experience of their workplace, which is predictive of student well-being and academic success.


The Role of Emotional Acceptance


Educators who have emotional capacity in the classroom (i.e., can tolerate their own emotions without reacting or trying to over control students' feelings) will naturally assist students in learning to tolerate their emotions. By demonstrating a steady presence, teachers guide students in developing their emotional lives in a way where their emotions are honored. This is not about a lecture or a course on emotions, this is a non-verbal expression of emotional acceptance. This not only benefits students in the classroom but also prepares them for challenges outside of school.


Conclusion


Educators as warm demanders play a crucial role in student development. By fostering strong relationships, promoting acceptance of emotions as something that just is, and also by holding high expectations with follow through, teachers can create a supportive learning environment. Leona, our Avatar Intern, gives us a reminder about the powerful impact educators can have on their students.


For more insights on emotional regulation and its importance in education, consider exploring the research on this topic.


Abdollahi, A., Ahmed, A. A. A., Suksatan, W., Kumar, T., Majeed, M. S., Zainal, A. G., Dokoushkani, F., & Allen, K. A. (2022). Courage: A potential mediator of the relationship between personality and social anxiety. Psychological Studies, 67(1), 53–62.


Abramowitz, J. S., Deacon, B. J., & Whiteside, S. P. H. (2019). Exposure therapy for anxiety: Principles and practice (2nd ed.). Guilford Publications.


Arsenio, W. F., & Lemerise, E. A. (Eds.). (2010). Emotions, aggression, and morality in children: Bridging development and psychopathology. American Psychological Association.


Callaghan, B. L., Gee, D. G., Gabard-Durnam, L., Telzer, E. H., Humphreys, K. L., Goff, B., Shapiro, M., Flannery, J., Lumian, D. S., Fareri, D. S., Caldera, C., & Tottenham, N. (2019). Decreased amygdala reactivity to parent cues protects against anxiety following early adversity: An examination across 3 years. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 4(7), 664–671.


Campos, J. J., Walle, E. A., Dahl, A., & Main, A. (2011). Reconceptualizing emotion regulation. Emotion Review, 3(1), 26–35.https://doi.org/10.1177/1754073910380975


Celeghin, A., Diano, M., Bagnis, A., Viola, M., & Tamietto, M. (2017). Basic emotions in human neuroscience: Neuroimaging and beyond. Frontiers in Psychology, 8, 1432.


Charney, D. S. (2004). Psychobiological mechanisms of resilience and vulnerability: Implications for successful adaptation to extreme stress. American Journal of Psychiatry, 161(2), 195–216.https://doi.org/10.1176/appi.ajp.161.2.195


Cicchetti, D. (2010). Resilience under conditions of extreme stress: A multilevel perspective. World Psychiatry, 9(3), 145–154.https://doi.org/10.1002/j.2051-5545.2010.tb00297.x


Clark-Polner, E., & Clark, M. S. (2014). Understanding and accounting for relational context is critical for social neuroscience. Frontiers in Human Neuroscience, 8, 127. https://doi.org/10.3389/fnhum.2014.00127


Dalrymple, K. A., & Phillips, J. M. (2024). The complicated rise of social emotional learning in the United States: Implications for contemporary policy and practice. Harvard Educational Review, 94(3), 337–361. https://doi.org/10.17763/1943-5045-94.3.337


Demke E. (2022). The Vulnerability-Stress-Model-Holding Up the Construct of the Faulty Individual in the Light of Challenges to the Medical Model of Mental Distress. Frontiers in sociology, 7, 833987. https://doi.org/10.3389/fsoc.2022.833987


Foulkes, L., & Stringaris, A. (2023). Do no harm: Can school mental health interventions cause iatrogenic harm? BJPsych Bulletin, 47(5), 267–269.https://doi.org/10.1192/bjb.2023.9


Gärtner, A., Jawinski, P., & Strobel, A. (2022). Individual differences in inhibitory control are not related to downregulation of negative emotion via distancing. Emotion. Advance online publication.


Gunther, L. M., Denniston, J. C., & Miller, R. R. (1998). Conducting exposure treatment in multiple contexts can prevent relapse. Behaviour Research and Therapy, 36(1), 75–91. https://doi.org/10.1016/S0005-7967(97)10019-5


Herr, N. R., Jones, A. C., Cohn, D. M., & Weber, D. M. (2015). The impact of validation and invalidation on aggression in individuals with emotion regulation difficulties. Personality Disorders: Theory, Research, and Treatment, 6(4), 310–314.


Kagan, E. R., Frank, H. E., & Kendall, P. C. (2017). Accommodation in youth with OCD and anxiety. Clinical Psychology: Science and Practice, 24(1), 78–98.https://doi.org/10.1111/cpsp.12186


Kim, P., Evans, G. W., Angstadt, M., Ho, S. S., Sripada, C. S., Swain, J. E., Liberzon, I., & Phan, K. L. (2013). Effects of childhood poverty and chronic stress on emotion regulatory brain function in adulthood. Proceedings of the National Academy of Sciences, 110(46), 18442–18447.


Lebowitz, E. R. (2019). Addressing parental accommodation when treating anxiety in children (ABCT Clinical Practice Series). Oxford University Press.

 

Lebowitz, E. R., & Omer, H. (2013). Treating childhood and adolescent anxiety: A guide for caregivers (1st ed.). Wiley.


LeDoux, J. (1998). The emotional brain: The mysterious underpinnings of emotional life. Simon & Schuster.


LeDoux, J. E., & Hofmann, S. G. (2018). The subjective experience of emotion: A fearful view. Current Opinion in Behavioral Sciences, 19, 67–72.


Livingston, E. M., Siegel, L. S., & Ribary, U. (2018). Developmental dyslexia: Emotional impact and consequences. Australian Journal of Learning Difficulties, 23(2), 107–135.


Oshri, A., Cui, Z., Carvalho, C., & Liu, S. (2022). Is perceived stress linked to enhanced cognitive functioning and reduced risk for psychopathology? Testing the hormesis hypothesis. Psychiatry Research, 314, 114644.https://doi.org/10.1016/j.psychres.2022.114644

 

Oshri, A., Howard, C. J., Zhang, L., Reck, A., Cui, Z., Liu, S., & Geier, C. F. (2024). Strengthening through adversity: The hormesis model in developmental psychopathology. Development and Psychopathology, 36(5), 2390–2406.https://doi.org/10.1017/S0954579424000427


Parker, K. J., & Maestripieri, D. (2011). Identifying key features of early stressful experiences that produce stress vulnerability and resilience in primates. Neuroscience and biobehavioral reviews, 35(7), 1466–1483. https://doi.org/10.1016/j.neubiorev.2010.09.003


Pessoa, L. (2013). The cognitive-emotional brain: From interactions to integration. MIT Press.​​​


Pitskel, N. B., Bolling, D. Z., Kaiser, M. D., Crowley, M. J., & Pelphrey, K. A. (2011). How grossed out are you? The neural bases of emotion regulation from childhood to adolescence. Developmental Cognitive Neuroscience, 1(3), 324–337.


Schweizer, S., Walsh, N. D., Stretton, J., Dunn, V. J., Goodyer, I. M., & Dalgleish, T. (2016). Enhanced emotion regulation capacity and its neural substrates in those exposed to moderate childhood adversity. Social Cognitive and Affective Neuroscience, 11(2), 272–281.


Seehausen, M., Kazzer, P., Bajbouj, M., & Prehn, K. (2012). Effects of empathic paraphrasing – Extrinsic emotion regulation in social conflict. Frontiers in Psychology, 3, 482.


Sun Y. (2021). The Effect of Teacher Caring Behavior and Teacher Praise on Students' Engagement in EFL Classrooms. Frontiers in psychology, 12, 746871. https://doi.org/10.3389/fpsyg.2021.746871


Thompson, R. A., Lewis, M. D., & Calkins, S. D. (2008). Reassessing emotion regulation. Child Development Perspectives, 2(3), 124–131.https://doi.org/10.1111/j.1750-8606.2008.00054.x


Zbozinek, T. D., Tanner, A. S., & Craske, M. G. (2022). Starting fear is a stronger predictor of long-term fear than rate of change in fear in human fear conditioning. Journal of Experimental Psychopathology, 13(3), 204380872211123.

  • Dr. Hodges YouTube Page
  • Dr. Hodges Instagram
  • Twitter
  • Facebook

© 2023 by Raising Moxie®️ , LLC

We exist to ensure no child is pathologized for being out of sync with broken systems. Instead, we empower adults to lead systemic repair. 

Raising Moxie is a service mark of Raising Moxie, LLC

Surf’sUP Method is a service mark of Karin Maria Hodges, Psy.D. PLLC. No claim is made to the exclusive right to use the word “METHOD” apart from the mark, as shown.

* The phrase “warm demander” was coined by Judith Kleinfeld in 1975. 

.

bottom of page