**Research** -------- In collaboration with Chinese university research partners, Yale initiated a series of research projects aimed at better understanding Chinese culture to promote RULER adaptation and refinement. ---------- **SEL in Chinese Kindergartens Workgroup:** This workgroup was established in 2021 to foster cross-university collaboration among research partners from Northeast Normal University, Fujian Preschool Education College, Hunan Normal University, and Yale University. The goal of this workgroup was provide regular opportunities to learn from each research partner given their perspective and approach to working with young children and educators. The workgroup focused on: 1. Key aspects to implementing SEL in China, including RULER; 2. Ways to better serve educators, children, and families in China in implementing SEL, including RULER; 3. Ways for assessing and evaluating SEL in China, including RULER; 4. Ways to collaborate on our Systematic Review of Emotion Suppression in Chinese Kindergartens paper; and 5. Problem-solving challenges from the Kindergartens currently implementing RULER. Materials are located in the **Research/1_SEL in Chinese Kindergartens Workgroup.** ---------- **Using personal stories to promote SEL:** In 2022, we conducted cross-cultural focus groups with Chinese Kindergarten teachers and US preschool teachers to learn about how RULER is implemented in early childhood classrooms with a focus on using personal stories as an SEL teaching tool. This project aims at learning about how Chinese and American teachers utilize personal stories and/or alternative narratives to help young children’s SEL and will provide cultural insights on what, when, and how teachers share with their students. All teachers in this study have been exposed to RULER. Focus group and RULER implementation data will inform a follow up focused on the perceived role of story sharing in SEL with a larger sample of Kindergartens and preschools in the US and China. Ultimately, this study will provide insights that will shape RULER adaptation and refinement. Materials can be located under **Research/2_Focus Group Study**. ---------- **Systematic Review of Emotion Suppression in China:** Research Questions 1. How is emotion suppression defined and operationalized in Chinese kindergartens? 2. What measures are used to assess emotion suppression in Chinese kindergartens? 3. Is emotion suprression adaptive or maladaptive in Chinese kindergartens? To address RQ1, we are reviewing articles that self-identified as studying emotion suppression in China in both Mandarin and English published in both Chinese- and English-based academic journals. We will code for whether the articles are reviews, meta-analyses, or empirical studies with data collected from China. To address RQ2, we are focusing on coding the type and origin of emotion suppression or emotion regulation measures used to assess Chinese children with emphasis on cultural adaptation. To address RQ3, we are focusing on any psychological and/or social outcomes related to emotion suppression and code them as either adaptive or maladaptive outcomes. For more information, visit our [OSF: Systematic Review of Emotion Suppression in China][1]. ---------- **Presentations:** The RULER in China team's researchers have delivered presentations at prestigious conferences and events, including the American Education Research Association (AERA), Society for Research in Child Development (SRCD), the RULER Implementation Conference, and Yale University forums. Presentation topics explore the socialization of emotion in Chinese kindergartens, cultural influences on conflict resolution in preschools, the use of personal stories for SEL in U.S. and Chinese kindergartens, lessons from Chinese and American educators on using storytelling for SEL, and the process of culturally adapting RULER for implementation in China. Presentations are located in **Research/3_Presentations.** [1]: https://osf.io/juhnz/