How regulation strategies protected or worsened emotional experience during France's three lockdowns: Prepandemic versus pandemic comparisons and longitudinal approach.

The COVID-19 pandemic remains hugely challenging, but its impact on emotional experience, especially over time, has often been neglected. The French Government imposed three COVID lockdowns with varying degrees of strictness that induced different types of emotional discomfort and emotion regulation. The present longitudinal study explored affect and emotion regulation strategies in each of these lockdowns, comparing samples assessed before and during the pandemic. The objective was to understand how government measures influenced subjective experience and how people adjusted their emotion regulation accordingly. The longitudinal lockdown sample comprised 164 participants (Mage = 37.60 years, SD = 12.50). Affect and emotion regulation were assessed in the first week of each of the three lockdowns (20-27 March 2020, 23-30 November 2020, and 19-26 April 2021). The 120 participants in the prepandemic (control) sample were drawn from previous studies focusing on affect and regulation strategies in natural everyday situations. Results indicated that affect deteriorated considerably, compared with prepandemic levels. Whereas activated negative affect (nervous and worried) tended to decrease, deactivated negative affect (sad and bored) increased. Regarding emotion regulation strategies, negative emotion expression was associated with more negative affect and less positive affect, while positive emotion expression and proactive behaviour were associated with a better emotional experience. A multivariate growth curve showed that in the absence of psychological support, stressful situations and repeated lockdowns do not induce people to make better emotion regulation strategy choices. As government restrictions had a negative impact on individuals' emotional experience, support programs should be implemented in future pandemics to promote emotion regulation.

Centering Wellness and Fostering Interconnectedness With Future Educators of Color During a Global Pandemic and Racial Justice Uprising

With the advent of Covid-19 and classes moving online, future educators of Color (FE°C) in teacher education programs are susceptible to the same disparities in outcomes and retention that college students of Color experience. As a teacher educator of Color, I drew from abolitionist teaching, restorative practices, and engaged pedagogy to redesign and teach an online course for FE°C during the pandemic and racial justice uprising. I centered wellness and fostered interconnectedness through the use of restorative circles to process the pandemic and anti-Black violence and scheduled one-on-one meetings with FE°C to listen and respond to their needs. I emerged from the experience both humbled and hopeful that intentionally designing online coursework can support FE°C and inspire collective social action.