The AI cheating conversation usually starts with students, but adults are making many of the same choices on the other side of the desk. The more useful question is not whether AI touched the work. It is which parts of judgment, struggle, revision, connection, and meaning-making stayed human. @ZoranaPsych and Mike Grandinetti offer a useful co-creation frame for that. sciencedirect.com/science/ar… #AIinEducation #Creativity

We tell students to interrupt harm, but adults have their own version of looking away. It can sound like “we need to keep moving,” “not the time,” or simply moving to the next agenda item after a joke everyone knows landed wrong. School culture is shaped by what adults interrupt and by what they allow the room to move past. #BullyingPrevention #SchoolCulture

We use “emotionally intelligent” as if it automatically means thoughtful, caring, or trustworthy. But being skilled at reading emotion does not tell us what someone will do with what they notice. Work from @drmarcbrackett, @ZoranaPsych and colleagues makes the distinction clearer. Emotional intelligence gives us information. How that information gets used is another question. medicine.yale.edu/news-artic… #EmotionalIntelligence #Psychology

We tell students to speak up about bullying. But do they know how to intervene safely, and whether adults will protect them afterward? Nikki Elbertson on what schools can do differently. medicine.yale.edu/childstudy…

“Why didn’t they tell us sooner?” can be the wrong first question after bullying comes to light. Students may already be thinking about tomorrow and whether speaking up makes the hallway, team, or group chat harder to walk back into. “Tell a trusted adult” only works when students already know who that adult is and believe telling will not make things worse. #BullyingPrevention #StudentWellbeing

For a child being bullied, “tell an adult” can come with a frightening question. What happens after I tell? Watch Nikki Elbertson’s conversation with WTNH about that fear, the group chats that follow kids home, and how adults can help. wtnh.com/news/health/what-to… #BullyingPrevention #EmotionalIntelligence

Girls are often praised for being “mature” when what they’re really learning is how to edit themselves around somebody else’s behavior. In our bullying webinar, @RobinSStern described how girls can start curating themselves around harmful ideas of masculinity, and @drmarcbrackett’s Education Week guide looks at what schools can do before those scripts become normal. edweek.org/leadership/opinio… #BullyingPrevention #SchoolCulture

You can think you’re treating every student fairly and still let your bad mood influence how you grade them. In one of our studies, teachers evaluated the exact same student work differently depending on how they were feeling beforehand. And most didn’t think their mood had affected their grading. 🔗 f.mtr.cool/f7oatk9v3e

Somewhere between “your child needs consequences” and “the teacher needs to do better,” the child disappears. Behavior can be a signal without being an excuse. What changes when we ask what happened before deciding what it means? #Emotionalintelligence #SEL #Educators

“You’ll get over it” can sound like reassurance to an adult and dismissal to a student. Temporal distancing can help, but it works differently when students generate that perspective themselves instead of having it imposed on them. Sometimes the difference is a question, not an answer. @drmarcbrackett and Ethan Kross on Dealing With Feelings. From the vault. 🔗 f.mtr.cool/usymq9tf4t #dealingwithfeeling #temporaldistancing

We do not talk about this enough. When a student walks in already falling apart, the adults around them are often managing their own fear about what that distress means, for the student's future, for the relationship, for themselves. And that fear enters the room before the student's story does. Most adults are already three catastrophes ahead before the student finishes their first sentence. The student feels that. And they learn to filter what they share, soften the truth, and protect the adult from the full weight of what they are carrying. The students who need us most are the ones who have gotten the best at doing this. @drmarcbrackett and Dr. Jenny Wang on what it actually takes to show up for a student who is falling apart. From the vault on Dealing With Feeling. f.mtr.cool/5m254pf4xh #Coregulation #EmotionalIntelligence #DealingwithFeeling

We say students have permission to feel, but school can make that permission conditional fast. If a feeling takes too much time or pulls the lesson off track, it can get rushed into perspective, gratitude, or “I’m fine.” @drmarcbrackett and Whitney Goodman talk about the kind of toxic positivity that sounds helpful until you realize what it is asking a student to hide. 🔗 f.mtr.cool/wspfsizfog #ToxicPositivity #EmotionRegulation #EmotionalIntelligence

If people have to wait for your best mood before they tell you the truth, that is not just a communication problem. As a new school year begins, a lot of people are already deciding whether to call silence “fine,” delay the real concern until later, or carry it somewhere safer because another tense room feels like too much to take on. That is where emotionally intelligent leadership gets very real, because the beginning of the year does not only reveal how people are doing. It begins to shape what they will feel safe enough to say. This is part of the deeper work behind RULER Institute Online. f.mtr.cool/kgqvqfefev #EducationalLeadership #EmotionalIntelligence #SchoolLeadership #RULER

We have made creativity feel like a trait students either have or do not have, when so much of what we call creative is really the ability to survive the ugly middle of making something. The first version is messy, the feedback stings, the doubt gets louder, and suddenly “I’m not creative” becomes the safest story to tell. RULER Institute Online helps educators build the emotion skills students need for that exact moment, when persistence matters more than the spark that started the idea. 🔗 rulerapproach.org/ruler-inst… As educators prepare for the year ahead, the question is not how to demand more creativity from students. It is how to build classrooms where frustration, uncertainty, and imperfect first attempts do not make good ideas disappear too early. Research spotlight: @ZoranaPsych  #Creativity #EmotionRegulation #Educators #StudentCreativity #teachingandlearning

"Work is the school of adulthood." Heidi Brooks' words at TISEI's Congress closed her keynote, then echoed hours later, when high school students shared how EI is a skill they're actively building. They're not waiting for adulthood. They're already enrolled @drmarcbrackett @YaleMed @YaleCSC @YaleSOM @Yale

We call it engagement when work gets your best energy and the people you love get whatever is left. @MengesJochen raised this at Yale’s 10th annual TISEI Congress. Even pleasant emotions can exhaust us when workplaces expect them instead of letting people choose how they want to feel.  #EmotionalIntelligence #FutureOfWork @drmarcbrackett @RobinSStern @JADHoffmann @craig_s_bailey @aakash_ch @YaleCSC @YaleMed @Yale @castillogualda

35 years ago, emotional intelligence (EI) was a new concept. Today, it's a major scientific and professional field. How did we get here? This week, EI researchers and practitioners from 27 countries are reflecting on the past and shaping the future of the field through emerging tech, cultural insights, and better measurement. "Today, uniquely human capacities represented by emotional intelligence are becoming increasingly important." - Chris Skinner, President of @tisei8674 #TISEI2026 #EmotionalIntelligence #Yale #EdChat #Leadership @drmarcbrackett @YaleCSC @YaleMed @YaleSOM @YalePsychology