Despite an increasing number of studies conducted on emotion regulation strategies, there is, however, a limited resource that acknowledges it as a whole due to an inclination towards children’s well-being development. Thus, this research aims to produce a synthesis review of children’s emotion regulation strategies in preparation to encounter a volatile, uncertain, complex, ambiguous (VUCA) world. The articles for systematic narrative review were retrieved through a rigorous database search from 2015 until current. Thirteen relevant articles were retrieved through a systematic search that concentrated on children’s emotion regulation strategies. Five different families of emotion regulation strategies were identified from finalised articles including: (1) situation selection; (2) situation modification; (3) attentional deployment; (4) cognitive change; and (5) response modulation. The findings from the articles were synthesised into a literature matrix and added as supporting statements when all five strategies were further discussed. The systematic narrative review indicated that children from various age groups used the five emotion regulation strategies differently. The situational context was also considered when children used the strategies, as the were they were studies focused on different social contextual factors. Besides, in certain age groups, children are keen to use one of the emotion regulation strategies frequently.

Living in a world of unstable and fluctuating economy has put children’s development at risk particularly children from low-income families. Hence their development should be on alert. The concern regarding online learning is crucial towards children’s emotional development as it can positively or negatively affect them. In the volatility, uncertainty, complexity, and ambiguity (VUCA), no other performance is relevant due to high-speed change. Children as young generations today have more disruptive behaviours causing adults to be fearful in dealing with their unruly behaviour. This study discovered the impact of the current environmental situation of uncertainty and parent-child relationship on children’s emotional development. In view of the COVID-19 pandemic restrictions and preventive measures, the study was conducted with parents’ consent using an online survey tool administered using Google Form. The quantitative survey comprised general population-CORE (GP-CORE) and perceived stress scale (PSS) questionnaires from 108 respondents studying in primary schools around urban areas in Selangor, Malaysia. The findings were analysed and described descriptively. Findings showed that children are greatly affected by parents’ job loss and low-income households’ instability, causing emotional stress when learning from home. Therefore, the study can be the mechanism to aid the educational system in emphasising emotional learning in school.

The new uncertain and vulnerable environment practically magnified fear and conflict relationship among people across the globe. With the rising cases of pandemic COVID-19, people's well-being is at stake, specifically teachers, who must accustom themselves to immediate education changes. As teachers being the common profession with a higher level of stress, the long run and significant effect of pandemic become the notable cause to teachers to experience deteriorated well-being. However, teachers are not only struggling due to the environment but the factors that contribute to affecting their well-being. Therefore, this scoping review aims to uncover the factors affecting teachers' well-being during pandemic and its impact on teachers' well-being. The scoping review followed Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRIMA-ScR) guidelines. From 588 articles, ten articles were finalised and included in the study. The findings reported that varied factors correlated with the teachers' well-being, and each factor could influence teachers' wellbeing either positively or negatively.

Corresponding to the current pandemic issue, Covid-19 has driven unprecedented economic loss and instability to many, particularly among low-income families, especially in Asia. In context, families involved single mothers who are markedly affected by job loss; thus, low-income households had markedly affected the well-being and development of children. In addition to family environment, sociodemographic variables, such as socioeconomic status, educational level of parents, and parental conflict, had also been associated with problematic or competent behaviors during childhood. This scoping review aimed to determine current knowledge regarding the impact of single motherhood on the emotional well-being of a child. This review was reported in accordance with the guidelines of the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Three databases, namely Scopus, Web of Science, and Education Resources Information Center (ERIC), were used for data scoping. A total of 341 studies were identified, but only 15 studies conducted in the Asian continent were eligible for selection. Results showed five significant findings concerning parent–child dysfunctional interaction, time spent, family socioeconomic status, parenting skills, and parental styles that impacted the emotional well-being of children, causing child development delay and delinquency.