Emotional regulation skills among deaf students: Challenges and effective interventions
Harwanti Noviandari, Fattah Hanurawan, Muslihati Muslihati, Sa’dun Akbar, Bima M. PutraBACKGROUND:
This study examines affective regulation among hearing-impaired learners, emphasizing the challenges they face and strategies to enhance emotional management. Emotional regulation is vital for academic and social success, particularly in inclusive settings where communication barriers elevate stress.
MATERIALS AND METHODS:
A bibliometric analysis was conducted on academic publications retrieved from the Scopus database for the period 2012–2024. Keywords related to hearing impairment, emotional regulation, social development, and educational interventions were applied. The study analyzed publication trends, research hotspots, and thematic clusters to identify key directions in the field.
RESULTS:
Research output on this topic has grown substantially over the past decade. Major themes include early intervention programs, the development of social competence, and the role of parental support in fostering emotional stability. Frequently studied strategies involve emotional intelligence training, inclusive classroom practices, and teacher preparedness. Increasing attention has also been given to technology-based interventions, such as augmented communication tools.
CONCLUSION:
Supporting affective regulation in hearing-impaired learners requires a comprehensive, multilayered approach. Effective strategies include cognitive–behavioral interventions, bilingual communication frameworks, and enhanced nonverbal communication training. Strong collaboration among families, schools, and communities is essential to address emotional and social challenges. Future research should prioritize evidence-based programs and cross-cultural studies to strengthen emotional regulation and promote inclusion outcomes.