The Difficulties in Emotional Regulation Scale (DERS)

This subscale indicates the degree to which a pupil is unaware of their own emotions when they occur. Because the scoring is reversed (based on the original DERS), a high score reflects a frequent failure to notice or acknowledge feelings. Analytically, this could suggest the pupil is unable to use their emotions as informative signals, which often precedes externalising/internalising behaviors. It might highlight a foundational difficulty in self-monitoring and identifying when they are becoming distressed.

This measure assesses the pupil's ability to identify and label their specific emotional states. A high score signals significant confusion about what they are feeling (e.g. mistaking anxiety for anger or general stress for sadness). For teachers, high scores in this area often explain why a student may report feeling "fine" while displaying clear signs of distress or why they struggle to articulate their needs or the cause of a reaction.

This subscale is a key indicator of emotional self-criticism. A high score reveals that the pupil frequently experiences shame, guilt or embarrassment about having negative emotions. In a school, this may manifest as emotional suppression, withdrawal or defensiveness when a problem is discussed as the pupil is actively judging their own internal experience. It could result in difficulty in seeking help or engaging in productive coping.

This subscale measures the extent to which emotional distress interferes with goal-directed behaviour, particularly learning and task completion. A high score may indicate that when upset, the pupil experiences severe difficulty concentrating, focusing attention, and maintaining academic engagement. For the classroom, this is a direct measure of how emotional volatility translates into observable challenges with executive functioning and academic performance.

This is a critical indicator of behavioural regulation. A high score signifies that the pupil frequently experiences a loss of control over their behaviors when emotionally aroused, leading to impulsive actions or reactions. This is a strong predictor of disruptive behavior, conflict with peers and disciplinary issues, highlighting a need for skills-based training in behavioral self-management.

This subscale assesses the pupil's belief that they have the skills and resources to manage negative feelings. A high score reflects hopelessness or the conviction that their bad feelings will last indefinitely and are beyond their control (e.g. "wallowing in it is all I can do"). This lack of perceived coping efficacy is a significant risk factor and indicates a need for explicit instruction in healthy, adaptive emotion regulation strategies.