Do you believe that your life is in your hands? Or does it feel like things just happen to you?

That’s called locus of control, and it shapes more than we think: how we deal with stress, adapt to change or fall into harmful habits. It starts in childhood – back then, it can change quickly but one thing makes a real difference.

Research says that children who feel loved and accepted by parents are more likely to grow up believing: “I’m in charge of my own success.” And here’s why: how close and safe kids feel with their parents is often linked to the parents’ own mindset about control.

Parents who believe they can influence their lives usually have stronger, healthier relationships with their children – and both sides tend to notice it. They feel responsible for their child’s emotional development, so they show support and avoid reacting in unpredictable ways.

On the contrary, when parents feel that everything depends on luck, circumstances, or other people, they tend to be less consistent, more reactive, and rely more on punishment. For a child, that can feel unpredictable, like nothing they do really matters.

Moreover, mothers have a stronger influence here – their attitude towards control can shape the father’s behavior too.

Sometimes we all need a small pause moment – to ask ourselves: Do I feel in control of my life? If not – what small things could I start changing today? Because even tiny shifts can grow into something bigger – for us, and for the people who learn from us every day.

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#FamilyEnvironment #Parenting

Teens who engage in environmental activism have worse mental health.

That’s what recent research suggests. Wait. If you care enough to act, shouldn’t it make you feel better?

The picture is more complicated. Climate awareness is widespread among teenagers, whether they take action or not. What really makes one an activist is internal pressure

“I should do something.”

Young people who think that way feel more confident in their ability to make a difference – both individually and as a group. Meanwhile, those who are concerned but not active feel the opposite: their efforts wouldn’t matter because older generations don’t fully grasp the crisis. Gloomy picture, right?

Yet that sense of “I can make a difference” doesn’t always bring positivity either. On the contrary, when young people believe change is possible, they also feel more personally responsible for making it happen. That brings huge emotional weight with it and can actually intensify the worry.

And indeed, activists report higher levels of climate worry. It pushes them to act, but it can also turn into constant background anxiety and even persistent fear about the future.

So yes, climate worry can drive action but it comes at a cost. The answer, however, is not to step back from activism. It’s to support the people doing it, helping them deal with emotions and hold on to a sense of hope.

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#ClimateWorry #TeenWellbeing

A student struggles to make sense of a paragraph – the words blur together, and by the time they get through it, the class has already moved on. Dyslexia is just one example of why some children may need extra support in the classroom. But are teachers ready to create an environment that sees each student with their strengths and challenges?

Research shows that the key factor is emotional awareness – the ability to understand and reflect on one’s own feelings. Teachers with this skill are better at accepting differences and creating a more supportive, human learning space.

Another important piece is communication style. Teachers who mostly lecture without interaction and don’t tune in to students’ reactions often miss those who are struggling.

But the opposite doesn’t work either. Teachers who worry too much about how they appear in class can also create barriers – for example, if a student points out they didn’t understand something and the teacher takes it personally, the student is less likely to speak up again.

Interestingly, some level of firmness – a so-called “dictatorial style” – actually supports inclusivity. Clear rules and structured guidance can work well, especially in settings like universities.

Still, structure is good for inclusivity only when combined with emotional awareness and a couple of other things: teachers need to recognize students’ emotions, notice who needs extra support, stay open, and feel confident in their role.

In the end, inclusive teaching is all about everyday interactions. So, if we want classrooms where every student has a real chance, we need teachers who are not just knowledgeable, but emotionally aware, reflective, and genuinely open to others.

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#Inclusivity

Monday blues?

We tend to think that Mondays are the hardest days. But is that really so?

Research found that during a 5/2 work week, Monday, Tuesday, and Friday are actually the days when we’re more likely to feel calm, focused and interested.

Yet at the same time Monday often comes with low-energy: fatigue, apathy. Friday isn’t as carefree either: it’s one of the most emotionally overloaded days – anxiety peaks, perhaps as deadlines pile up and people try to wrap up the week.

Interestingly, we cope with stress differently depending on the day. On Mondays, people push themselves into action: working out and thinking positively. By midweek, we seek distraction. It’s when we use the widest range of coping techniques – from positive self-talk to socializing or active relaxation. By Friday, we try to focus on positive thoughts, trying to finish the week on a lighter note.

Our minds also seem to become more structured at the beginning and end of the work week, especially by Friday. And the more mentally organized we feel, the better we are at choosing what actually helps us cope.

There’s another layer to it. The way we experience the week is in fact very much influenced by how we see ourselves and our lives. People who feel that their life has direction, understand why they do what they do, and regularly reflect on their experiences cope with things better – especially on Mondays and Fridays, when emotions are usually the most unstable.

Maybe Monday blues aren’t really about Mondays. Maybe they’re about moving through the week on autopilot. Whereas finding meaning in the everyday starts with simply slowing down and reflecting on what we’re going through.

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Children who took music classes became much better at understanding emotions than those who did not – as found in a recent paper.

Imagine a child learning to sing: to bring out the right mood for “Twinkle, Twinkle, Little Star”, the teacher might ask them to imagine the night sky, the stars glowing, the calm and wonder of the scene…

Emotions are deeply woven into music, and songs are never performed mechanically. As children learn to sing or play, they are encouraged to imagine the stories and feelings behind the music. Through this, they begin to understand that emotions can come from memories, thoughts, and experiences.

Music also helps children understand that there’re hidden emotions – sometimes people may show different feelings from what they are actually experiencing. A performer may smile and play joyfully even if they feel tired or upset.

Moreover, as kids learn to notice subtle changes in rhythm, pace, tone, and expression in music, they also become better at understanding emotional cues in people’s voices – like excitement, sadness, tension, or joy.

More strikingly, children who did not take music classes actually got worse at understanding emotions than they had been the year before. This may partly be linked to self-control: kids involved in music training may become more attentive, while others can lose concentration easily during tasks

So, music lessons can shape much more than musical ability – they help children notice emotions, express themselves, and connect with other people.

But in the end, music is just one possible path. For one child it may be piano, for another chess or even capoeira. The most important thing is to give children the chance to explore the world emotionally – to discover what moves them, excites them, and makes them feel truly alive!

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#EmotionComprehension

When students have to solve an assignment in groups, some classrooms get loud with discussions, others fall silent waiting for someone to take charge, while in others students barely interact, each trying to find their own solution.

Research says whether kids can work together very much depends on how exactly they’ve been taught.

The Elkonin–Davydov system is based on group work – so it’s only natural that kids taught in this system were 3 times more effective at solving collective tasks than students from traditional schools. They could openly discuss ideas, divide responsibilities, and even abandon their individual answers to build a new solution as a team.

Waldorf classrooms also handled group tasks successfully but using a different strategy: kids carefully analysed each idea before moving forward. This system focuses on the emotional, creative, and personal development of each individual, while avoiding grades and competition.

But there was a darker side to the Waldorf classrooms. Since it places emphasis on individual development and avoids formal structures like grades, the class becomes polarised: about a quarter of students were very popular, while another quarter were outcasts.

Yet, the traditional educational system showed the weakest results overall. In classrooms where learning is mostly built around top-down teacher instruction, students had problems with group problem-solving and their relationships were surface-level.

The warmest social atmosphere was found in the Elkonin–Davydov classrooms. Most students felt accepted by their classmates, friendships were more mutual, and the class was less divided into “popular kids” and outsiders.

The ability to cooperate academically seems to go hand in hand with the ability to build balanced human connections. So, it’s important for kids to learn not only how to solve problems, but how to solve them together. Classrooms that make space for dialogue, shared thinking, and teamwork both create better students and help children build healthier relationships with each other.

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#ClassroomEnvironment #InterpersonalCommunication

Imagine hearing comments about your looks all the time and being reminded that every extra kilogram matters.

That's the daily routine of many athletes – female rhythmic gymnasts in particular. Their weight is monitored by coaches, parents, fellow athletes, journalists… It can create a gap between how they see themselves and the body standards they are expected to meet – thus, lower self-esteem and heightened sensitivity to rejection – anxious anticipation of negative judgments, when people pay close attention to looks or comments by others and see criticism even in neutral ones.

Yet, research says rhythmic gymnasts are no more vulnerable in this regard than their non-athletic peers. What's more, their self-esteem is just as high – slightly above average in both groups. Perhaps, gymnasts adapt to years of criticism throughout their career and focus on changing the situation rather than dwelling on negative emotions.

And still, some signs are worrying.

First of all, 73% of gymnasts reported following a diet, compared with 37% of non-athletes – which is still a lot by the way: taken together more than half of the 20-year-old women surveyed were dieting. Of course, one could argue that athletes simply monitor their weight to optimize performance or reduce the risk of injury.

Another concern is how gymnasts perceive their own bodies. Gymnasts are more likely to overestimate their weight and misjudge how their body compares to objective BMI measures.

I can't believe I've gotten up to 52 kilos!

Moreover, among gymnasts, even a small weight gain does not merely affect how they see themselves – it increases their anticipation of criticism. They view it as a social risk – something that could trigger comments from coaches, criticism from parents, or even lower scores from judges. And suddenly it’s easier to understand why many develop a harsher and less accurate view of their own bodies.

What does this story teach us? First, high self-esteem does not necessarily mean someone is unaffected by pressure – people may be still carrying hidden anxieties. Second, when too much importance is placed on our bodies, it can create a constant fear of being judged for even minor weight gain. So perhaps the takeaway is simple: be kinder to others – and to yourself.

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The Dark Side of the Personality

Why are some people ready to use others for their own benefit, while others go out of their way to help and support those around them?

It's a philosophical question. But a group of researchers approached it from a psychological perspective – they looked at how our darkest sides are connected to our values and beliefs. And they found some interesting patterns.

People who are comfortable with manipulation generally place little value on social harmony or understanding other people. More importantly, they see the world as fundamentally unfair. Flattery, deception, and cunning are reasonable tools if you believe that's how the world operates.

The path to narcissism often begins with the desire for power, status, and resources. With time, the point of success is not so much about achieving goals as it is about proof that they are exceptional and deserving of special treatment. As this mindset grows, the usual concerns about how one's actions affect others become less important, making it easier to ignore social norms when they stand in the way of personal ambitions.

Psychopathic traits – fearlessness, impulsivity, emotional coldness – grow as individuals seek new experiences, while placing little importance on social harmony or concern for other people's well-being. Excitement and personal gain outweigh the need to understand others.

In other words, the darker sides of human nature emerge when people stop caring about others and start seeing the world as a place where fairness doesn't matter and everyone is on their own.

And then there are people who see others as good and deserving respect. That’s because they have something that was missing with people described above: a strong drive for social harmony and tolerance toward others. But most importantly, they have a deep belief that justice exists in the world – turns out, it matters much more than simply seeing the world as “good” or kind.

Looks like goodness isn’t rose-colored optimism. When justice feels real, people uphold it. When it doesn’t, anything starts to feel justified.

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#DarkPersonalityTriad

A minister goes to jail for taking massive bribes.

We hear stories like this all the time. But what drives people down the path of corruption?

Of course, it depends on many things: personal values and morals, income inequality, the quality of institutions, how competitive the economy is, and many more.

Yet researchers have identified another, less obvious factor: anxiety. The more people worry about their own problems and the problems of their loved ones, the more acceptable they find corruption – perhaps, as a tool to overcome those problems.

But there is another kind of worry: concern about the country or the world in general. The more people worry about social inequality, climate change, inflation, and other shared challenges, the less they accept corruption. Makes sense: corruption is a societal problem too, so people who care about society see it as something to fight against.

Values also play their role, of course. People who prioritize personal success and status accept corruption more readily, while both values of openness to change and conformity – along with fairness – lower the risk of accepting corruption.

But something different happens when these values meet with personal worries. People who value security and fairness can become more accepting of corruption when they have personal problems they are deeply worried about.

One possible explanation is that such people are especially sensitive to injustice – and they may perceive their own suffering as deeply unfair. In this mindset, dishonest behavior can look like a way to "balance the scales."

So it looks like leaders who focus on the bigger picture rather than their personal struggles – but even more importantly, who are open to change, experimentation, and new ideas – are less vulnerable to the temptations that lead others down that path.

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#Corruption

You can’t pour from an empty cup – but you can refill it

Two children on the first day of school: one can't wait to raise their hand, the other hopes no one notices them. Most likely, their skills are on the same level, but their self-esteem is not.

Research says that for children aged 8–12 – when their attitude towards themselves mostly forms – one of the strongest influences on self-esteem is how their parents guide and support them: whether they set clear expectations, explain rules, offer emotional support, and help them learn from mistakes instead of fearing them.

But there’s one thing that often comes in a way – parental stress. When parents feel overwhelmed – because parenting feels harder than they expected, communication with their child is difficult, or they doubt themselves – they may become too emotionally drained to respond to their child's needs.

- That boy pushed me today, and everyone laughed.
- Oh, sweetheart, just try not to think about it.

Over time, children may become more anxious, doubt themselves more often, and expect the worst from the outside world because nobody has given them reassurance.

But research shows: stress doesn't have to win. Parents who still kept showing up with support and guidance raised children with just as healthy self-esteem even during stressful periods raised children with just as healthy self-esteem.

So where do they get the energy if they are drained?

The interesting part is that it becomes a self-reinforcing cycle. The more parents practice positive parenting, the less stressed they feel, and the easier parenting becomes over time – because kids feel supported and see their parents as allies.

So the hardest challenge is starting from the point of stress – but that’s also where the change begins. After that, it's sure to get easier 🤝

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#Parenting

How often do you hear kids ask "Will you play with me?"?

Many children have their schedules packed, others spend their time on phone games. One thing is true for most of them: children miss out on play – one of the main ways they make sense of the world.

Research found one factor, however, makes a difference: how parents see play.

Parents who believe that play is important for a child's development naturally play with their kids more often. And perhaps more importantly, their children are more likely to be the ones saying, "Come play with me."

When parents were more focused on learning and preparation for school, their children still asked to play with them – but not so often.

Parents' beliefs come from their own childhood. Those who lacked routine – for example, if life back then was too unpredictable – usually prioritized academics. This may be their way of creating a more stable environment for their children. Parents who moved frequently as children also valued play less. Perhaps, this made it harder for them to experience the importance of play – if you're always the new kid in town, it's not always easy to find someone to play with.

There are some other things that influence if kids ask their parents to play together. For example, children with siblings did it less often. Makes sense: brothers and sisters are ready-made play partners, so there’s no need to invite a parent in.

One finding was quite surprising: parents who worked full-time actually spent more time playing with their children. When you think of it, play might be a way to reconnect after spending the day apart – it becomes quality time that both parent and child look forward to.

Older parents spend less time actively playing with their children – perhaps, instead of joining all the way through the game, they may simply set up the activity. At the same time, older – and more educated – parents were the ones who believed that play is important. Their children asked them to play more often, so even if they participated less, they still created an environment where play is encouraged.

Play isn't just a way to pass the time before "real learning" begins. For young children, it is real learning. And sometimes, the most meaningful thing a parent can do is simply say, "Sure, let's play."

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#Parenting

Once upon a screen

Kids spend more and more of their time watching YouTube and playing on the phone – and it’s not a bad thing. Not in itself. The problem is that it leaves them less time to draw, build things, play with others – the very activities through which they develop.

But is it really so? After all, the characters kids see in cartoons or video games may become part of their play – or kids who love the same animated series might play pretending to be its heroes and invent adventures together… 

Research suggests that spending a lot of time watching videos or playing video games doesn't make children any less likely to make friends or be included in play. They are still able to connect with their peers and join group activities. 

Still, such kids are less emotionally attached to toys and lose interest in them more quickly. Whereas toys are more than just entertainment – they help children make sense of the world. A baby doll can become a younger sibling who needs care. A toy doctor's kit allows children to explore what happens during a visit to the doctor. That's how children learn social roles, emotions, and everyday experiences – so if they lose interest in toys, they may miss out on something much more important.

The toys themselves are changing, too. Children who spend much time with digital media often choose toys based on the content they watch – like action figures from animated series or digital game merchandise. These toys come with ready-made stories, so instead of becoming tools for endless imaginative possibilities, they become something children want to have for a week before moving on to the next popular trend. 

Yet, digital consumption can be different. Simply sitting and watching cartoons does have the strongest negative impact on children's play. But interactive apps or even video games can actually give them ideas for play because they involve making choices and sometimes using imagination – like solving puzzles or creating their own characters.

And there's one more important piece of the puzzle: parents. When parents talk to children about what they're watching or playing and encourage them to recreate their favorite stories offline, screens become just another way to learn and explore the world.

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#ScreenTime #Mediatization

Learning the language of a new city

Imagine you're six, and you're saying goodbye to your friends, your favorite playground, and the apartment where you know every corner. Suddenly, you're in a huge new city.

You’d think this kind of change is harmful for children. And in many ways, it is – it may cause stress, anxiety, and social struggles because children lose the routines and relationships that once made them feel secure.

But research suggests there's another side to the story.

Despite facing one of the biggest disruptions a child can experience, those who had moved within their country could actually understand emotions – their own and other people’s – much better. 

And not just basic emotions but the most advanced levels: they could recognize that people can experience multiple, sometimes conflicting emotions at the same time. Like a girl who just got a bicycle and is excited but scared at the same time because she's never ridden anything like that – kids who had switched cities could see both emotions more clearly. And for most six-year-olds, this ability is only beginning to emerge.

When kids move, their lives become filled with situations that require reading people's feelings.

Will my new classmates like me? Why is my mother more irritable than before? Is my teacher upset with me, or is this just how people speak here?

The emotional "rules" they've learned no longer work perfectly, so they have to pay much closer attention to other people's reactions – and to their own.

Parents are adapting too, often talking more openly about worries and ways to cope with challenges, so children have more opportunities to think about how emotions can be managed.

This doesn't mean migration is good for children: they still pay a price in stress and uncertainty. Yet it highlights children's remarkable capacity: when life demands emotional maturity, they often rise to the challenge.

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#InternalMigration #EmotionalUnderstanding

Play your way through the storm 

Parents divorce, family moves, or, more simply, kindergarten begins after summer vacation: five-year-olds feel stressed for all sorts of reasons.

Yet they have one powerful way of making sense of the world: play. Through role play, they try out different situations and ways of coping. So, can it actually help them deal with stress?

Research says – indeed, it can. But it does not fix everything. 

When kids do role play in groups, they have to follow a shared story along with others, which leaves less room to express their own feelings. And sometimes, the story simply doesn’t match what a child is going through.

What role play can change is how stress shows up – namely, it leads to fewer problems with aggression and fewer conflicts with others. Being deeply involved in a role, children can hold back impulsive reactions better and act according to the role – learning to regulate their behavior. 

For example, when they play out sea adventures, and the imaginary storm comes, instead of rushing ahead, a child stops:

“Wait – we need to help everyone get on the boat first.”

In moments like this, they practice something stress makes difficult in real life: control impulses and think about others.

They have to negotiate and see things from each other’s perspective. And while the anxiety may still be there inside, kids naturally become more trusting. 

There’s one more important piece to make it work: when adults join the game, they help children develop the story, and gently guide them through tricky moments. In doing so, they create more opportunities for children to practice exactly what role play can teach.

So, if role play can’t make the stress disappear, it can teach kids to respond to it in a less destructive way. The next step might be to bring the inner world into the game, too: give children more space to name what they feel, and share their own stories with the group.

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#EmotionRegulation #ChildhoodStress

What makes a child ready for school?

It starts long before they ever set foot in a classroom. But how do we know whether a kindergarten is actually doing a good job? 

Research found that the more experienced kindergarten teachers are, the better they are at developing children’s thinking and speech – and at giving them useful, constructive feedback. But no less important, experience also predicts whether a teacher can create a positive atmosphere in the group: one built on goodwill, respect and genuine interest in each other. 

It makes sense. More experienced teachers have more ways to support children emotionally, build dialogue and handle difficult situations – like a child having a meltdown or several kids arguing at once. They also usually feel less stressed because over time they get better at regulating their emotions. 

But something changes when the group gets too large – specifically, when there are more than 38 children. 

At that point, experience no longer seems to help teachers maintain a positive climate or give quality feedback that helps children understand things more deeply. And the bigger the group, the harder it is to prevent children from disturbing others or help them refocus when they get distracted. And unfortunately, this is a reality for many teachers. 

Still, one thing holds up even in a crowded room: experienced teachers still use effective techniques to develop children’s speech and thinking, even when they’re doing it all on their own with over 40 kids. 

So, as September 1 approaches, let’s take a moment to appreciate all the teachers out there helping children learn, think and grow – no matter the challenges.


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#September1 #TeacherPsychology