Commentary: The Co-Regulation of Cultural, Social, and Personal Sources of Influence on Student Emotional Adaptation and Achievement

I was asked to comment on the chapters included in the “Influences of Classroom, School, and Cultural Context” section of this volume; I am pleased and honored to do so. Author arguments within each chapter are persuasive and, considered together, chapters provide a viable foundation upon which to weave a safety net in support of students’ social-emotional, motivation, and cognitive outcomes-their emotional adaptation-in school. This commentary is organized in alignment with my co-regulation framework for understanding how this might unfold. Thus, I consider the chapters in a different order than their appearance in the volume, beginning with those that address sociocultural matters. Before discussing each and their relation to each other, however, I begin with a brief description of the co-regulation framework that guides this discussion.