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School Social Relations, Self-Regulation, and Social Decision-Making

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Biosocial Interplay During Elementary School

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Abstract

People, including children, have an innate drive to “belong”— to feel connected to others and maintain satisfying relationships. Fulfillment of this need requires stable, positive interactions with others; a sense of acceptance by one’s family and peers; enduring, emotionally intimate relationships; and a perception that one is valued. However, for some children, interpersonal relationships fail to fulfill this most essential of needs. Social psychologists have long documented the biological, cognitive, and affective consequences of transient lapses in belongingness, and developmental psychologists have similarly linked poor social relationships to a host of mental and physical health problems. In this chapter, we bridge these two literatures by exploring how pervasive difficulties in forming positive peer relationships at school disrupt regulatory systems and the ability to effectively solve interpersonal problems, placing children’s socioemotional health and academic success at risk.

Specifically, we present a conceptual framework that addresses how peer stress leads to dysregulated neural and physiological stress responses and alterations in relational schemas, hindering effective decision making and resulting in automatic and ineffective stress responses. We conclude with recommendations for school-based interventions and future research.

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Authors and Affiliations

  1. Auburn University, Auburn, AL, USA

    Wendy Troop-Gordon & Stephen A. Erath

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  1. Wendy Troop-Gordon
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  2. Stephen A. Erath
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Correspondence to Wendy Troop-Gordon .

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  1. Clinical Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands

    Pol A.C. van Lier

  2. Department of Psychological & Brain Sciences, University of Massachusetts Amherst, Amherst, MA, USA

    Kirby Deater-Deckard

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Troop-Gordon, W., Erath, S.A. (2022). School Social Relations, Self-Regulation, and Social Decision-Making. In: van Lier, P.A., Deater-Deckard, K. (eds) Biosocial Interplay During Elementary School. Springer, Cham. https://doi.org/10.1007/978-3-031-07109-6_7

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