Gendering Emotions Work in Primary Schools: “Effortless” or “Important”?

Emotions work, such as relational pedagogical approaches to teaching, and more targeted interventions designed to enhance children's social and emotional skills, known as competence promotion approaches, are now a central aspect of primary schooling. Yet, although evidence is forthcoming in terms of the content, focus, and effectiveness of some aspects of this work, research investigating the explicit teaching of social and emotional skills has largely remained "gender blind." This article, drawing on interview and focus group data gathered from primary school staff members engaged in emotions work, fills this void in the research by demonstrating how gendered narratives inform not only the roles and responsibilities of staff undertaking this type of work but also the value placed upon it. The findings show how gender dualistic positions were adopted by school staff, with the emotions work performed by women aligned with the roles of a mother, nurturer, and caregiver and thus deemed as "effortless," whereas men mainly performed the role of "disciplinarian" and deemed such work as "important" in their position as a male role model. The implications of such gendering of emotions work in primary schools are discussed, and recommendations for future practice are identified.