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Boredom in the Classroom
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This brief synthesizes current findings on the many aspects of chronic student boredom, its relationship with negative academic, emotional, and health outcomes, and what professionals can do to best address it. Citing the complexity of this common student emotion, the author spotlights boredom susceptibility during the critical K-12 years. The brief analyzes cognitive and emotional attributes of boredom and identifies emotional skills that can be strengthened to counteract it. In addition, the volume features strategies for educators and school counselors to reduce boredom, both internally and in class. This stimulating volume: Argues that boredom shouldn't be ignored or dismissed as a passing phase. Examines various types of boredom as well as gender and cultural differences. Explores boredom in the contexts of anxiety and depression and in non-school situations. Provides theory on causes of boredom in students. Details how student self-regulation, motivation, and engagement can be improved. Describes specific roles teachers and mental health professionals can play in controlling boredom. Boredom in the Classroom is an essential resource for researchers, scientist-practitioners, clinicians, and graduate students in the fields of child and school psychology, educational psychology, social work, and related disciplines.
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Table of Contents

Chapter 1: The Academic Emotion of Boredom: The Elephant in the Classroom.- Chapter 2: Unmasking Boredom: It's Not so Simple or Uninteresting - Boredom is Both Interesting and Complex.- Chapter 3: The Many Faces of Boredom: A Negative Emotion that is so Common, It Is Simply Accepted, or Brushed Off .- Chapter 4: Theory: What Is Causing Our Students to Tune Out and Turn Off?.- Chapter 5: Interventions for External Variables: What Can Teachers Do to Add a Bit of Excitement to Learning in the Classroom?.- Chapter 6: Interventions for Internal Variables: Some Students Cannot Turn It on - They Need More than Great Teachers and Interesting Lessons.

About the Author

Gayle L. Macklem, MA, NCSP, LEP, is a Massachusetts-licensed educational psychologist and a nationally certified school psychologist. She has served in the field of education for more than 35 years. A former president of the Massachusetts School Psychologists Association (MSPA), she serves as the Technology Chairperson of the state association, and was recently honored with a lifetime achievement award. She is an instructor in the School Psychology Specialist and Doctoral Training Programs at the Massachusetts School of Professional Psychology in Boston. She writes curricula and writes on topics of interest to educators. She is a frequent presenter at regional and national conferences. Ms. Macklem is the author of Springer's Preventive Mental Health at School: Evidence-Based Services for Students (2014); Evidence-Based School Mental Health Services: Affect Education, Emotion Regulation Training, and Cognitive Behavioral Therapy (2011); Practitioner's Guide to Emotion Regulation in School-Aged Children (2008); and Bullying and Teasing: Social Power in Children's Groups (2003).

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