The Effect of Emotion Regulation Skills Training on Reducing School-Based Risk Behaviors: The Moderating Role of Students’ Attachment Styles

Abstract

This study aimed to explain Tehran students’ lived experiences of emotion regulation skills training in reducing school-based risk behaviors and to explore how attachment styles shape students’ acceptance, use, and maintenance of these skills. This qualitative study was conducted using a thematic analysis approach. Participants were 24 upper-secondary school students from Tehran, selected through purposive sampling with maximum variation in gender, grade level, history of school-based risk behaviors, and attachment-related relational patterns. Data were collected exclusively through individual semi-structured interviews. Sampling continued until theoretical saturation was achieved; the main saturation point occurred at the 21st interview, and three additional interviews were conducted to confirm the adequacy and stability of the extracted themes. All interviews were audio-recorded with consent, transcribed verbatim, and analyzed using NVivo software. Data analysis included initial coding, axial organization of codes, theme development, and constant comparison. Credibility and trustworthiness were enhanced through member checking, peer debriefing, analytic memoing, audit trail documentation, and repeated review of codes and categories. Four main categories emerged from the analysis: “recognizing emotions and interrupting impulsive reactions,” “replacing risky behavior with adaptive coping strategies,” “attachment relationships as facilitators or barriers to skills internalization,” and “school as either a regulatory or stress-inducing environment.” Participants reported that emotion regulation training—particularly emotional labeling, controlled breathing, cognitive reappraisal, problem-solving, and help-seeking—helped reduce verbal conflict, aggression, classroom avoidance, cheating, smoking experimentation, and involvement with risky peer groups. However, students with secure attachment patterns appeared to internalize and generalize the skills more readily, whereas students with anxious or avoidant attachment patterns required more repetition, relational safety, and supportive adult responses. Emotion regulation skills training can reduce school-based risk behaviors by strengthening emotional awareness, decreasing impulsive responses, and promoting adaptive coping. Nevertheless, students’ attachment styles moderate the depth, speed, and durability of change. School-based prevention programs should therefore integrate individual skills training with relationally sensitive practices involving teachers, counselors, parents, and peer contexts.