Even before the pandemic, young people were struggling with anxiety and other issues of emotional self-regulation. In 2019, I was at a Learning and the Brain conference on “Educating with Empathy.” One of the speakers was refuting the argument that stats on such issues in young people are up just because people are more open about seeking mental health help and more open talking about such problems. They pointed out that the staggering increase in suicide deaths among adolescents indicates the overall rise is, sadly, not just a matter of reporting. The pandemic has only aggravated that. Social and emotional learning thus is more important than ever (though sadly in some circles has become a political buzz word).
When I help students move their stories to “show, not tell,” one side benefit is to help them increase awareness of their own physical reactions to emotions. Such self awareness is a first step in improving their self-regulation. I experienced something similar in a racial literacy workshop by Howard Stevenson, who walked participants through what they were feeling in various parts of their body as part of his method to help “people learn how to read, recast, and resolve racially tinged episodes.”
So as the student-writer moves from tell (“She was absolutely furious as she thought about what he’d said.”) to show (“Her hands trembled and she balled them into fists at her sides as his words rolled around in her mind.”), they are reflecting on how emotions live in the body and on their own emotional experiences. They can then employ this greater awareness and use it to respond to those physical reactions as a way to calm the emotions that underlie them (unball the fists – indeed, start at your head and feel for tension in each part of your body and try to relax those muscles). And thinking about how to describe emotions through the physical responses rather than open exposition makes them better writers.