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CORRECTION article

Front. Educ., 20 January 2026

Sec. Teacher Education

Volume 10 - 2025 | https://doi.org/10.3389/feduc.2025.1775161

Correction: Exploring Chinese preschool teachers with a history of childhood abuse and neglect: impacts on emotion regulation and the role of resilience and student—teacher relationships

This article is a correction to:

  1. Exploring Chinese preschool teachers with a history of childhood abuse and neglect: impacts on emotion regulation and the role of resilience and student—teacher relationships

    1. Read original article
Yanmei Tang&#x;Yanmei Tang1†Zilu Gan &#x;Zilu Gan2*†Jiahui ZhuJiahui Zhu1
  • 1School of Early Childhood Education, Nanjing Xiaozhuang University, Nanjing, China
  • 2Xiao Taiyang Kindergarten, Nanjing, China

A Correction on
Exploring Chinese preschool teachers with a history of childhood abuse and neglect: impacts on emotion regulation and the role of resilience and student—teacher relationships

by Tang, Y., Gan, Z., and Zhu, J. (2025). Front. Educ. 10:1711325. doi: 10.3389/feduc.2025.1711325

Affiliation 2 was incorrectly captured as ‘Baby Sun Kindergarten, Nanjing, China' the corrected affiliation is ‘Xiao Taiyang Kindergarten, Nanjing, China'.

Author Zilu Gan was erroneously assigned to affiliation 1. This affiliation has now been removed for Zilu Gan.

The original version of this article has been updated.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Keywords: childhood abuse and neglect, expression suppression, cognitive reappraisal, resilience, student-teacher relationships

Citation: Tang Y, Gan Z and Zhu J (2026) Correction: Exploring Chinese preschool teachers with a history of childhood abuse and neglect: impacts on emotion regulation and the role of resilience and student—teacher relationships. Front. Educ. 10:1775161. doi: 10.3389/feduc.2025.1775161

Received: 25 December 2025; Revised: 30 December 2025;
Accepted: 30 December 2025; Published: 20 January 2026.

Approved by:

Frontiers Editorial Office, Frontiers Media SA, Switzerland

Copyright © 2026 Tang, Gan and Zhu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Zilu Gan, amdzdGFuZDEzQGdtYWlsLmNvbQ==

†These authors share first authorship

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.