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La Bienveillance en Milieu Scolaire : Enjeux, Défis et Pratiques Professionnelles

Résumé Exécutif

Ce document synthétise les échanges issus d'une table ronde portant sur le concept de bienveillance à l'école.

Loin d'être synonyme de laxisme ou de complaisance, la bienveillance est définie comme une condition essentielle de l'équité et de l'efficacité du système éducatif, particulièrement pour les élèves les plus vulnérables.

Elle repose sur une tension constructive entre exigence et soutien, visant le développement à long terme de l'élève.

Sa mise en œuvre nécessite une clarification conceptuelle pour lever les résistances professionnelles, l'adoption de gestes professionnels spécifiques (feedback positif, écoute active) et une réinvention des espaces et des modalités d'évaluation.

En somme, la bienveillance est un levier de réussite qui engage tant la posture individuelle de l'enseignant que la stratégie collective de l'établissement.

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1. Définition et Clarification Conceptuelle

La bienveillance en éducation souffre souvent de représentations simplistes ou erronées. Il est nécessaire d'en préciser les contours épistémologiques :

• Étymologie et intention : Littéralement, la bienveillance consiste à « vouloir du bien à autrui ».

C'est une disposition favorable qui vise la réussite et la réalisation personnelle de l'autre.

• Temporalité (Court terme vs Long terme) : La bienveillance peut impliquer de sacrifier le confort immédiat pour le bien de l'élève à long terme.

Ainsi, la fermeté, l'exigence ou même une sanction peuvent être des actes bienveillants s'ils sont explicités et pratiqués dans le respect de l'élève.

• Distinction fondamentale : Elle ne doit pas être confondue avec :

• ◦ Le laxisme.  
• ◦ La complaisance.   
• ◦ La mansuétude.

• Cadre institutionnel : La notion est devenue une valeur centrale de l'Éducation nationale depuis la circulaire de 2014, bien qu'elle fût déjà présente dans le secteur privé et les services publics.

La DGESCO (2013) l'associe à un ensemble d'attitudes physiques, morales et psycho-affectives positives et constantes (respect, confiance, encouragement).

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2. Analyse des Résistances Professionnelles

Malgré un consensus apparent, le terme suscite des tensions sur le terrain :

| Type de résistance | Argumentation observée | | --- | --- | | Sentiment de jugement | Certains enseignants perçoivent l'injonction à la bienveillance comme une critique de leurs pratiques passées, sous-entendant qu'ils ne l'auraient pas été auparavant. | | Opposition à l'exigence | Une crainte que l'attention portée au bien-être des élèves ne se fasse au détriment de l'effort nécessaire à la réussite académique. | | Crise de l'autorité | La bienveillance est parfois vue comme une entrave à l'autorité face à des manquements disciplinaires chroniques. | | Complexité systémique | La multiplication des élèves à besoins éducatifs particuliers (EBEP) met les équipes sous pression, rendant la posture bienveillante difficile à maintenir sans formation adéquate. |

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3. Les Gestes Professionnels de la Bienveillance

La bienveillance se traduit par des actes concrets et une posture éthique dans la relation pédagogique :

La puissance du Feedback

Le levier le plus efficace pour la réussite des élèves est le feedback positif. Il doit être :

• Centré sur l'activité et la méthodologie de l'élève.

• Formulé chaleureusement.

• Porteur de confiance et d'espoir dans les capacités de l'élève.

L'attention aux signaux de vulnérabilité

Le professionnel bienveillant doit être attentif aux signes de fragilité qui peuvent mener au décrochage :

• Signes de découragement ou discours négatif sur l'école.

• Absentéisme et arythmies.

• Sentiments d'insécurité (peur de prendre la parole, honte).

• Mutisme, isolement ou passages fréquents à l'infirmerie/vie scolaire.

Une communication renouvelée

L'horizontalité et l'authenticité sont cruciales pour les nouvelles générations :

• Passer d'un rôle purement académique à une relation de personne à personne.

• Pratiquer l'écoute active (savoir se taire pour laisser l'élève s'exprimer).

• Faire preuve de transparence et de prévisibilité.

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4. Domaines d'Application et Leviers d'Action

L'Évaluation comme espace de sécurisation

L'évaluation est une source majeure de stress (environ 60 % des élèves se disent angoissés par les évaluations). Une évaluation bienveillante implique :

• La suppression de l'implicite.

• Le droit à l'erreur et à la remédiation (possibilité de recommencer).

• Un cadre rassurant qui ne sacrifie pas l'exigence intellectuelle.

La lutte contre le harcèlement (Programme PHARE)

La bienveillance s'incarne dans la création d'une « communauté protectrice » :

• Utilisation de la méthode de la « préoccupation partagée ».

• Recherche d'alternatives à la sanction punitive immédiate pour l'intimidateur, en visant le développement de compétences psychosociales.

La transformation des espaces

La bienveillance passe par une réflexion sur le cadre de vie :

• Création de « jardins zen » ou de salles de calme.

• Réinvention des salles d'étude (espaces de coworking, possibilité de travailler debout ou dans des fauteuils).

• Mise en place de dispositifs permettant le mouvement (ballons, vélos-bureaux) pour favoriser la concentration, notamment des élèves hyperactifs.

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5. Éthique et Pilotage : La Bienveillance Collective

La bienveillance ne doit pas être une initiative isolée mais une stratégie d'établissement.

• Le rôle du diagnostic : Utiliser l'auto-évaluation (domaine du climat scolaire et du bien-être) pour identifier les besoins réels des élèves et des familles, en évitant les solutions préconçues.

• La Qualité de Vie au Travail (QVT) : Il existe un lien direct entre le bien-être des personnels et celui des élèves. Un encadrement bienveillant (feedback positif du chef d'établissement, convivialité, confiance déléguée) favorise l'engagement des équipes.

• L'éthique de la rencontre : S'intéresser à la singularité de ce que vit l'élève, au-delà de ses difficultés scolaires. Comme le souligne la sociologie, l'éducation par la rencontre est un levier de raccrochage puissant.

• Le partage et la convivialité : Des actions simples, comme le partage de nourriture (fruits en libre-service, repas de Noël partagé entre agents, élèves et chefs étoilés), peuvent transformer radicalement la relation sociale au sein d'un établissement.

Conclusion sur l'autorité bienveillante

L'autorité et la bienveillance sont compatibles. L'autorité s'exerce de manière éthique lorsqu'elle respecte l'intégrité morale de l'élève.

La sincérité de l'adulte, y compris dans l'expression de ses propres limites ou l'admission d'une erreur, renforce paradoxalement sa légitimité auprès des jeunes.

self-hosting

>>> en.wikipedia.org/wiki/Self-hosting_(compilers)

archive.dweb~M-expression

eLife Assessment

This study reports an important and novel finding that TENT5A, an enzyme involved in fine-tuning poly(A) tail length on selected mRNAs, is required for proper enamel mineralization in mice. The evidence supporting the authors' conclusion that reduced expression of enamel matrix proteins (EMPs) in TENT5A-deficient mice results from shortened poly(A) tails remains incomplete, as TENT5A may possess additional functions independent of post-transcriptional regulation that are not addressed in the current study.

Reviewer #1 (Public review):

Summary:

The authors aim to determine whether TENT5A, a post-transcriptional regulator previously implicated in bone formation, also plays a role in enamel development. Using a mouse model lacking TENT5A, they report hypomineralized enamel with structural defects, accompanied by reduced expression, altered poly(A) tail length, and impaired secretion of enamel matrix proteins, particularly amelogenin. By combining ultrastructural imaging, transcriptomics, direct RNA sequencing, and protein localization analyses, the study proposes that TENT5A promotes cytoplasmic polyadenylation and translation of a subset of extracellular matrix transcripts required for enamel biomineralization.

Strengths:

A major strength of this work is its conceptual novelty. To my knowledge, this is the first study to demonstrate that a non-canonical poly(A) polymerase plays a direct role in enamel development, extending post-transcriptional regulation by cytoplasmic polyadenylation from bone to enamel, a biologically distinct and non-regenerative mineralized tissue. The identification of amelogenin as a dominant, tissue-specific target provides a new perspective on how enamel matrix production is regulated beyond transcriptional control.

In addition, the study is supported by a comprehensive and complementary set of approaches linking molecular changes to tissue-level phenotypes. The use of direct RNA sequencing provides strong evidence for selective regulation of poly(A) tail length in specific transcripts rather than global effects on mRNA metabolism, and the phenotypic analyses convincingly connect altered post-transcriptional regulation to defects in enamel structure and mineralization.

Weaknesses:

Although the data support a role for TENT5A in stabilizing and promoting translation of amelogenin and related transcripts, the mechanism underlying substrate specificity remains unresolved. Poly(A) tail length alone does not explain why certain transcripts are regulated while others are not, and the proposed involvement of protein partners or RNA processing steps remains speculative. This limitation should be more clearly framed as an open question rather than an emerging mechanism.

A further limitation is the lack of direct human genetic or clinical evidence linking TENT5A to enamel defects. In humans, loss-of-function variants in TENT5A are known to cause a recessive form of osteogenesis imperfecta, but TENT5A has not been associated with amelogenesis imperfecta or other enamel phenotypes. This limits immediate translational interpretation of the mouse enamel phenotype and highlights the need for future human genetic or clinical studies.

Finally, the manuscript does not address whether other members of the TENT5 family are expressed in ameloblasts or could compensate for the loss of TENT5A, leaving open questions about redundancy and specificity within this family.

Reviewer #2 (Public review):

Summary:

The manuscript by Aranaz-Novaliches describes a study of Tent5a knockout (KO) mice. The authors demonstrate a severe enamel phenotype in these mice, characterized by hypoplastic enamel with markedly disturbed organization of enamel rods. Additionally, they report that Amelx expression is reduced in the mutant compared to wild type (WT) at both mRNA and protein levels. The authors also examine the distribution and co-localization of Amelx and Ambn in ameloblasts and the enamel matrix. These findings are novel and provide important insights into the role of polyadenylation in regulating enamel matrix protein translation and its downstream effects on protein trafficking, secretion, and enamel formation. However, I have multiple concerns regarding the data and its analysis that need to be addressed.

Specific comments:

(1) Introduction

The structure of the introduction is unconventional. The first sentence of the third paragraph states that the goal of this study is to investigate the role of TENT5A in enamel formation, but the rest of the paragraph focuses on enamel in general. The following paragraph claims that the authors discovered the effects of Tent5a deficiency on enamel formation for the first time, yet most of the paragraph discusses enamel proteins and amelogenesis. The choice of references is problematic. The authors cite Sire et al. (2007), which focuses on the origin and evolution of enamel mineralisation genes, a poor fit for this context. A more appropriate source would be a recent review, e.g., Lacruz R et al., Physiol Rev. 2017;97(3):939-993. Ambn constitutes ~5% of the enamel matrix, not 10%. Reference 16 (Martin) is not ideal for murine enamel; more detailed studies exist, e.g., Smith CE et al., J Anat. 2019;234(2):274-290. References on protein-protein interactions (17-19) are also off: Wald et al. studied Ambn-Ambn and Amelx-Amelx interactions separately; Fang et al. focused on Amelx self-assembly only; Kawasaki and Weiss addressed gene evolution. The authors should cite work from Moradian-Oldak's lab, which clearly demonstrates Amelx-Ambn interactions. The last paragraph contains confusing statements, e.g., "TENT5a localized in rER promotes the expression of AmelX and other secreted protein transcripts." Also, the manuscript does not convincingly show disruption of self-assembly beyond overall enamel disorganization.

(2) Results

(a) microCT

Quantitative microCT analyses of WT and KO enamel are needed. At a minimum, enamel thickness and density should be measured from at least three biological replicates per genotype. Severe malocclusion in KO mice is not discussed. The mandibular incisor appears abraded, while the maxillary incisor is overgrown. Is maxillary enamel as affected as mandibular? The age of the mice is not specified. High-resolution scans of isolated mandibular incisors described in Materials and Methods should be included.

(b) SEM

The term "disorganized crystal structure" is incorrect - SEM cannot reveal crystal structure. This requires electron/X-ray diffraction or vibrational spectroscopy. Likely, the authors meant disorganized rods and interrod enamel. The phrase "weak HAP composition" is unclear. Can the increase in interprismatic matrix volume and reduction in rod diameter be quantified? Since rods are secreted by distal Tomes' processes and interrod by proximal Tomes' processes, an imbalance may indicate alterations in the ameloblast secretory apparatus. TEM studies of demineralized incisors are recommended to assess ameloblast ultrastructure.

(c) EMP expression

There is a discrepancy between WB images and data in Figure S2a. In Figure 2b, Amelx band is stronger than Ambn (expected, as Amelx is ~20× more abundant), but in Figure S2a, Ambn appears higher. How was protein intensity in Fig. S2a calculated? Optical density? Was normalization applied? Co-localization in Figure 2d was performed on LS8 cells, which lack a true ameloblast phenotype. Amelx expression in LS8 cells is ~2% of actin (Sarkar et al., 2014), whereas in murine incisors, it is ~600× higher than actin (Bui et al., 2023). Ambn signal is weaker than Amelx, which may affect co-localization results.

(d) Splicing products in Figure 2e

All isoforms except one contain exon 4. The major functional splice product of Amelx lacks exon 4 (Haruyama et al. J Oral Biosci. 2011;53(3):257-266), and there are some indications that the presence of exon 4 can lead to enamel defects. Can it be that the observed phenotype is due to the presence of exon 4?

(e) Co-localization studies

The presented co-localization studies do not demonstrate self-assembly defects; they reflect enamel microstructural defects observed by SEM. Self-assembly occurs at the nanoscale and cannot be assessed by light microscopy except with advanced optical methods. Conclusions based on single images are weak. The authors should perform experiments at least on three biological replicates per genotype, quantify results (e.g., total gray values per ROI of equal pixel size), and use co-localization metrics such as Mander's coefficient. Claims about alternative secretory pathways require much stronger evidence.

The authors should avoid implying that mRNA is inside the ER lumen. It is likely associated with the outer rER surface, which is expected. The resolution of the methods used is insufficient to confirm ER lumen localization.

Reviewer #3 (Public review):

Summary:

It is well established that poly(A) tails at the 3' end of mRNA are critical for mRNA stability, providing another layer of gene regulation. TENT5A is one of the non-canonical poly(A) polymerases that add an extra poly(A) tail. This manuscript demonstrates that the Tent5A mutation leads to mineralization abnormalities in the tooth, shorter poly(A) tails in amelogenin mRNA and some other selected mRNAs, and provides a list of TENT5A interacting proteins.

Strengths:

(1) The authors show in vivo genetic evidence that Tent5a is critical for normal tooth mineralization.

(2) The authors show that the length of the poly(A) tail in amelogenin (AmelX) is 13 bases shorter in Tent5a mutants but not in other mRNAs, such as ameloblastin (Ambn).

(3) Differentially expressed genes (DEGs) in Tent5A mutant tissues (cervical loop) are identified, and some of them show different lengths of poly(A) tails.

(4) TENT5A interacting proteins are identified. Together with the DEGs, these datasets will provide valuable research tools to the community.

Weaknesses:

(1) There is no direct evidence to support the main conclusion; the length of the poly(A) tail is critical for normal tooth mineralization.

(2) The RNAseq data to identify TENT5A substrate is based on the assumption that shorter poly(A) tailed RNA is less stable. However, there are multiple reasons for the differential expression of RNA in Tent5A mutant tissues.

(3) Several TENT5A-interacting proteins have been identified, but, beyond their colocalization with a target mRNA, no mechanistic studies have been conducted.

Author response:

We thank the editors and reviewers for their careful and constructive evaluation of our manuscript. We appreciate the recognition of the conceptual novelty and in vivo relevance of our findings. We have carefully considered all comments and outline below the major revisions and additional analyses we will undertake. For clarity, we address the reviewers’ comments in thematic sections.

Cell-autonomous contribution of Tent5a to phenotype

We agree that the use of a complete knockout model raises the possibility of indirect or non-cell-autonomous effects on tooth development, particularly given the observed dentin alterations. To address this point directly, we are generating and analyzing an ameloblast-specific conditional model we have already on shelf (Ambn-Cre; Tent5a^flox/flox) to determine whether the enamel phenotype arises from cell-autonomous loss of TENT5A in the secretory epithelium. This approach will allow us to distinguish epithelial-intrinsic effects from potential secondary contributions of odontoblasts or mesenchymal tissues. Results from this model will be incorporated into the revised manuscript.

Mechanistic basis and substrate specificity

We agree that the mechanism underlying substrate selectivity of TENT5A requires further clarification. We have performed multiple classical RNA–protein interaction assays, including CLIP-based approaches, without identifying a clear sequence-specific recognition motif. In the revised manuscript, we will present substrate specificity as an open mechanistic question rather than implying a defined recognition mechanism.

To strengthen this aspect, we will extend our analysis to include combined immunoprecipitation strategies and investigation of potential ribosome-associated or co-translational interactions of TENT5A.

In addition, we will further validate selected high-confidence TENT5A interactors identified in our dataset in context of putative changes in AmelX-polyA tail length.

Poly(A) tail length and functional causality

We acknowledge that shortening of the poly(A) tail alone does not formally establish causality. However, our data consistently show that TENT5A-dependent shortening of poly(A) tails correlates with reduced mRNA and protein levels of key enamel matrix components. In the revised manuscript, we will clarify this mechanistic framework more explicitly, integrating poly(A) length, transcript abundance, and protein-level data in a structured manner, while clearly distinguishing correlation from formal proof of causality.

We will also perform additional functional assays, including mRNA stability measurements in vitro in cells with genetic ablation of Tent5a, to further test the link between poly(A) shortening and reduced AmelX protein levels.

Quantitative microCT and enamel morphology

We will include quantitative microCT analyses of enamel thickness and mineral density from multiple biological replicates per genotype (n ≥ 3). Sample numbers will be explicitly stated throughout. Additional high-resolution scans of isolated incisors will be provided. We will also quantify occlusal angle and include whole-skull reconstructions to document malocclusion. Maxillary enamel will be analyzed and quantified alongside mandibular enamel.

SEM terminology will be corrected (e.g., replacing “crystal structure” with “rod/interrod organization”), and structural parameters such as rod diameter and interprismatic matrix proportion will be quantitatively assessed.

We agree that ultrastructural analysis of ameloblast secretory morphology is important. We have experience with TEM analysis of demineralized incisors and will perform additional ultrastructural examination to assess the integrity of Tomes’ processes and the secretory apparatus in Tent5a-deficient ameloblasts. These data will allow us to distinguish between primary alterations in secretory morphology and downstream effects on matrix organization.

Amelx splice variants

We will re-analyze our RNA-seq data with specific attention to exon 4-containing isoforms and clarify the distribution of splice variants in WT and KO samples. These findings will be explicitly discussed in the context of prior literature.

Co-localization and self-assembly claims

We agree that conventional light microscopy cannot directly resolve nanoscale self-assembly events. In Figure 3, our intention was to demonstrate differential subcellular distribution and partial segregation of AMELX and AMBN within secretory compartments, rather than to claim direct visualization of molecular self-assembly. In the revised manuscript, we will clarify this distinction, moderate the terminology accordingly, and provide explicit quantitative co-localization analyses across multiple biological replicates.

TENT5 family paralogs

To address potential redundancy within the TENT5 family, we will analyze published single-cell RNA-seq datasets (Sharir et al., 2019; Krivanek et al., 2020) to assess expression of TENT5 paralogs in ameloblasts. These findings will be validated using targeted transcriptional analyses.

Human clinical relevance

We appreciate the suggestion to examine potential human enamel phenotypes. We will pursue retrospective analysis of clinical and imaging data from patients carrying TENT5A variants through our collaborations with rare disease networks and specialized centers in Europe and the United States. Any relevant findings will be incorporated into the revised manuscript.

Tissue sampling clarification

We apologize for imprecise terminology regarding transcriptomic sampling. The analyzed tissue corresponds to the proximal incisor region up to the mineralization stage. We will include a schematic and clarify nomenclature throughout the manuscript.

Language and data clarity

The manuscript will be thoroughly revised for clarity, consistency of terminology, figure referencing, and accuracy of citations. We will explicitly clarify the methodology used for protein quantification, including normalization strategy and densitometric analysis, to address inconsistencies noted in the supplementary data. We will also expand the discussion to address the biological relevance of moderate poly(A) shortening, referencing established literature demonstrating that even subtle changes in tail length can significantly influence translational efficiency.

Although AMELX is the most abundant enamel matrix protein and exhibits a consistent TENT5A-dependent poly(A) shortening phenotype, our data demonstrate that multiple secreted proteins are similarly affected. We will revise the text to clearly articulate that the enamel phenotype likely reflects the combined contribution of multiple TENT5A-regulated secretory factors rather than a single-gene effect.

We believe these revisions will substantially strengthen the mechanistic, quantitative, and conceptual framework of the study and provide a clearer foundation for interpreting TENT5A-dependent regulation of enamel biomineralization.

Note de Synthèse : Les Enjeux de la Professionnalité Enseignante et de l'Éthique Relationnelle

Résumé Analytique

Ce document synthétise les interventions du webinaire du 12 avril 2023, animé par Christophe Marsollier, Inspecteur général de l'éducation, du sport et de la recherche.

L'analyse explore la mutation profonde du métier d'enseignant face à la complexité croissante du milieu scolaire. Les points de bascule majeurs identifiés incluent l'intégration systémique des compétences psychosociales (CPS), l'adoption de pédagogies institutionnelles et coopératives, et le passage d'une posture de « sachant » à celle d'« écoutant ».

La réussite de l'élève est ici pensée non seulement par la transmission académique, mais par une « éthique relationnelle » fondée sur la confiance, la reconnaissance de la vulnérabilité et le bien-être eudémonique.

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I. Les Compétences Psychosociales (CPS) : Socle de la Réussite et de l'Équilibre

Le développement des CPS n'est plus considéré comme une activité périphérique, mais comme la « trame de fond » de la réussite scolaire et de la santé mentale.

1. Définition et Objectifs

Les CPS englobent les capacités permettant à l’élève de :

• Gérer ses émotions : Appréhender son ressenti et celui d'autrui.

• S'auto-réguler : Gérer les conflits en autonomie et appartenir au groupe.

• Développer sa citoyenneté : Favoriser le dialogue, l’échange et la collaboration.

2. Impact sur la Pratique de Classe

Les témoignages d'enseignants (notamment du réseau Jean Lolive à Pantin) soulignent une transformation concrète :

• Apaisement du climat : Moins de besoin de « faire le gendarme » ; les élèves règlent les conflits en amont.

• Disponibilité cognitive : Des élèves sereins et empathiques sont plus aptes à entrer dans les apprentissages pédagogiques.

• Transformation de l'enseignant : Le passage d'un scepticisme initial à une confiance réelle en la capacité d'agir des élèves.

3. Institutionnalisation et Formation

Une instruction interministérielle, rédigée par Santé Publique France, fixe un horizon à 2037 pour la formation généralisée de la population aux CPS.

• Cadre de référence : Publication d'un référentiel en février 2022 pour uniformiser les pratiques.

• Pédagogies préconisées : Utilisation de méthodes expérientielles comme le « théâtre forum » ou le « jeu des trois figures » pour favoriser le changement de rôle et l'empathie.

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II. Pédagogie Institutionnelle et Autonomie de l'Élève

L'analyse met en lumière la pédagogie institutionnelle (PI) comme levier de transformation, particulièrement en éducation prioritaire (REP+).

1. Le Système des « Ceintures d'Apprentissage »

Inspiré du mouvement Freinet, ce dispositif permet d'articuler éducation (épanouissement) et transmission (connaissances).

| Caractéristique | Fonctionnement et Bénéfices | | --- | --- | | Différenciation | L'élève choisit son niveau de ceinture par compétence (ex: se repérer dans le temps). | | Auto-évaluation | Utilisation de fichiers autocorrectifs ; l'élève identifie ses stratégies d'apprentissage. | | Évaluation Positive | La ceinture sanctionne la réussite (100% requis) et non le manque. L'échec est une étape formative. | | Coopération | Les élèves ayant validé des ceintures deviennent des « aides » pour leurs pairs. |

2. Les Institutions de la Classe

La classe est pensée comme une « petite société » régulée par :

• Le Conseil : Lieu de décision collective où l'on critique l'organisation et propose des améliorations.

• Les Responsabilités : Métiers spécifiques (responsable du temps, du matériel, des affichages) qui donnent une place à chacun.

• L'Espace de parole : Le « Quoi de neuf » et les temps de météo intérieure pour intégrer les affects.

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III. La Métaphore du Tisseur : Penser la Complexité

Le métier d'enseignant est comparé à celui d'un tisseur, créateur de liens et de sens dans un monde « déchiré ».

1. La Triple Reliance

S'appuyant sur les travaux d'Edgar Morin et d'Adrien Rivard, Christophe Marsollier évoque la nécessité de cultiver :

• 1. La reliance à soi : Apprendre à se connaître et à être présent à ses propres émotions.
• 2. La reliance aux autres : Développer des relations saines et authentiques.
• 3. La reliance à la nature : Répondre à l'anxiété climatique des jeunes générations par un retour à l'essentiel.

2. Les Quatre Réciprocités Fondamentales

Pour maintenir le « tissu » de la relation pédagogique, quatre piliers sont identifiés :

• La Confiance : Elle doit être mutuelle et engagée.

• Le Respect : L'élève doit être considéré comme une personne à part entière, avec sa dignité propre.

• L'Écoute : Sortir de l'écoute passive pour une écoute active des difficultés et erreurs.

• Le Droit à l'erreur : Admis pour l'élève, mais aussi pour l'enseignant qui doit pouvoir s'excuser.

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IV. Vulnérabilité et Éthique de l'Accompagnement

L'enseignement, particulièrement en milieu défavorisé, exige une attention particulière à la vulnérabilité des élèves.

• La Blessure Psychologique : Les élèves en grande vulnérabilité sont souvent touchés dans leurs besoins fondamentaux (sécurité, reconnaissance, justice).

• L'Intérêt pour la Singularité : Les recherches (Virginie Muniglia) montrent que le besoin premier des jeunes vulnérables est que l'adulte s'intéresse à leur singularité, et non qu'il les traite de manière standardisée.

• Le Tact Pédagogique : Capacité (théorisée par Éric Prairat) à trouver le bon geste et le bon mot au bon moment, en s'adaptant à l'imprévu.

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V. Vers une Redéfinition du Bien-être à l'École

Le document clarifie la notion de bien-être, souvent mal comprise dans le cadre scolaire.

1. Bien-être Hédonique vs Eudémonique

• Bien-être Hédonique : Recherche du plaisir immédiat (souvent critiqué à l'école).

• Bien-être Eudémonique : Sentiment de satisfaction ressenti lorsqu'on est captivé par une activité, qu'on dépasse une difficulté ou que l'on progresse.

C'est le « bien-être optimal » ou l'expérience autotélique.

2. Le Bien-être comme Condition, non comme Finalité

Le bien-être n'est pas le but ultime de l'école, mais la condition indispensable pour favoriser la réussite, notamment pour les élèves les plus fragiles.

Il permet de transformer la « souffrance relationnelle » en un climat d'exigence bienveillante.

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VI. Perspectives pour la Professionnalité Enseignante

En conclusion, le métier d'enseignant est décrit comme une profession de la relation, nécessitant :

• Le Travail Collectif : Créer des communautés d'apprentissage professionnel pour rompre l'isolement et penser la pratique (monographies, analyses de pratiques).

• La Foi en l'Éducabilité : Posture philosophique (Philippe Meirieu) consistant à croire inconditionnellement en la capacité de chaque élève à progresser.

• La Joie comme Boussole : Pour les jeunes enseignants, le critère de la joie et de l'alignement personnel est présenté comme le meilleur garant de la créativité et de l'efficacité pédagogique.

« La question n'est pas quel monde laisserons-nous à nos enfants, mais quels enfants laisserons-nous au monde. » — Philippe Meirieu (cité en conclusion).

<<< en.wikipedia.org/wiki/M-expression

DOI: 10.1158/0008-5472.CAN-25-2086

Resource: (KCB Cat# KCB 2014032YJ, RRID:CVCL_1258)

Curator: @evieth

SciCrunch record: RRID:CVCL_1258

What is this?

DOI: 10.1158/0008-5472.CAN-25-2086

Resource: (RRID:CVCL_0553)

Curator: @evieth

SciCrunch record: RRID:CVCL_0553

What is this?

DOI: 10.1158/0008-5472.CAN-25-2086

Resource: None

Curator: @scibot

SciCrunch record: RRID:CVCL_YI68

What is this?

DOI: 10.1158/0008-5472.CAN-25-2086

Resource: (ATCC Cat# CRL-10317, RRID:CVCL_0598)

Curator: @scibot

SciCrunch record: RRID:CVCL_0598

What is this?

DOI: 10.1158/0008-5472.CAN-25-2086

Resource: (RRID:CVCL_0062)

Curator: @scibot

SciCrunch record: RRID:CVCL_0062

What is this?

DOI: 10.1158/0008-5472.CAN-25-2086

Resource: (RRID:CVCL_0179)

Curator: @scibot

SciCrunch record: RRID:CVCL_0179

What is this?

DOI: 10.1158/0008-5472.CAN-25-2086

Resource: (NCI-DTP Cat# MCF7, RRID:CVCL_0031)

Curator: @scibot

SciCrunch record: RRID:CVCL_0031

What is this?

DOI: 10.1111/febs.70278

Resource: RRID:Addgene_133861

Curator: @evieth

SciCrunch record: RRID:Addgene_133861

What is this?

DOI: 10.1111/febs.70278

Resource: (ICLC Cat# HTL95023, RRID:CVCL_0030)

Curator: @evieth

SciCrunch record: RRID:CVCL_0030

What is this?

DOI: 10.1111/febs.70278

Resource: RRID:Addgene_105688

Curator: @scibot

SciCrunch record: RRID:Addgene_105688

What is this?

DOI: 10.1111/febs.70278

Resource: RRID:Addgene_105686

Curator: @scibot

SciCrunch record: RRID:Addgene_105686

What is this?

DOI: 10.1111/febs.70278

Resource: (RRID:CVCL_0063)

Curator: @scibot

SciCrunch record: RRID:CVCL_0063

What is this?

DOI: 10.1111/febs.70278

Resource: RRID:Addgene_109014

Curator: @scibot

SciCrunch record: RRID:Addgene_109014

What is this?

DOI: 10.1111/febs.70278

Resource: (Cell Signaling Technology Cat# 11815, RRID:AB_2616025)

Curator: @scibot

SciCrunch record: RRID:AB_2616025

What is this?

DOI: 10.1111/febs.70278

Resource: (Santa Cruz Biotechnology Cat# sc-9996, RRID:AB_627695)

Curator: @scibot

SciCrunch record: RRID:AB_627695

What is this?

DOI: 10.1111/febs.70278

Resource: (Cell Signaling Technology Cat# 9212, RRID:AB_330713)

Curator: @scibot

SciCrunch record: RRID:AB_330713

What is this?

DOI: 10.1111/febs.70278

Resource: (Abcam Cat# ab128995, RRID:AB_11145466)

Curator: @scibot

SciCrunch record: RRID:AB_11145466

What is this?

DOI: 10.1038/s44321-025-00369-2

Resource: RRID:Addgene_112865

Curator: @evieth

SciCrunch record: RRID:Addgene_112865

What is this?

DOI: 10.1038/s44321-025-00369-2

Resource: (RRID:CVCL_0063)

Curator: @evieth

SciCrunch record: RRID:CVCL_0063

What is this?

DOI: 10.1038/s44321-025-00364-7

Resource: Zeiss Zen Lite (RRID:SCR_023747)

Curator: @evieth

SciCrunch record: RRID:SCR_023747

What is this?

DOI: 10.1038/s44321-025-00352-x

Resource: Fiji (RRID:SCR_002285)

Curator: @evieth

SciCrunch record: RRID:SCR_002285

What is this?

DOI: 10.1038/s44321-025-00352-x

Resource: Harmony (RRID:SCR_023543)

Curator: @evieth

SciCrunch record: RRID:SCR_023543

What is this?

DOI: 10.1038/s44321-025-00352-x

Resource: RRID:Addgene_85140

Curator: @evieth

SciCrunch record: RRID:Addgene_85140

What is this?

DOI: 10.1038/s44321-025-00352-x

Resource: RRID:Addgene_12260

Curator: @evieth

SciCrunch record: RRID:Addgene_12260

What is this?

DOI: 10.1038/s42003-026-09518-w

Resource: (CLS Cat# 300433/p2464_KHOS-240S, RRID:CVCL_2544)

Curator: @evieth

SciCrunch record: RRID:CVCL_2544

What is this?

DOI: 10.1038/s42003-026-09518-w

Resource: (KCLB Cat# 21543, RRID:CVCL_0439)

Curator: @evieth

SciCrunch record: RRID:CVCL_0439

What is this?

DOI: 10.1016/j.xpro.2026.104367

Resource: (IZSLER Cat# BS CL 86, RRID:CVCL_0059)

Curator: @evieth

SciCrunch record: RRID:CVCL_0059

What is this?

DOI: 10.1016/j.xpro.2026.104367

Resource: (ATCC Cat# CRL-3276, RRID:CVCL_DA06)

Curator: @evieth

SciCrunch record: RRID:CVCL_DA06

What is this?

DOI: 10.1016/j.xpro.2026.104367

Resource: (ATCC Cat# CRL-4000, RRID:CVCL_4388)

Curator: @evieth

SciCrunch record: RRID:CVCL_4388

What is this?

DOI: 10.1016/j.xcrm.2026.102631

Resource: (IMSR Cat# JAX_008169,RRID:IMSR_JAX:008169)

Curator: @areedewitt04

SciCrunch record: RRID:IMSR_JAX:008169

What is this?

DOI: 10.1016/j.xcrm.2026.102631

Resource: RRID:IMSR_JAX:000664

Curator: @areedewitt04

SciCrunch record: RRID:IMSR_JAX:000664

What is this?

DOI: 10.1016/j.xcrm.2026.102631

Resource: (DSMZ Cat# ACC-305, RRID:CVCL_0045)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0045

What is this?

DOI: 10.1016/j.str.2026.01.011

Resource: (RRID:CVCL_0063)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0063

What is this?

DOI: 10.1016/j.redox.2026.104073

Resource: (RRID:CVCL_6926)

Curator: @evieth

SciCrunch record: RRID:CVCL_6926

What is this?

DOI: 10.1016/j.neuron.2025.12.028

Resource: (RRID:CVCL_1926)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_1926

What is this?

DOI: 10.1016/j.neuron.2025.12.021

Resource: (IMSR Cat# JAX_003010,RRID:IMSR_JAX:003010)

Curator: @areedewitt04

SciCrunch record: RRID:IMSR_JAX:003010

What is this?

DOI: 10.1016/j.neo.2026.101289

Resource: (ECACC Cat# 05092802, RRID:CVCL_1045)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_1045

What is this?

DOI: 10.1016/j.molcel.2026.01.018

Resource: (RRID:CVCL_0320)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0320

What is this?

DOI: 10.1016/j.molcel.2026.01.012

Resource: (RRID:CVCL_VU38)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_VU38

What is this?

DOI: 10.1016/j.molcel.2026.01.012

Resource: (BCRJ Cat# 0110, RRID:CVCL_0317)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0317

What is this?

DOI: 10.1016/j.molcel.2026.01.012

Resource: (RRID:CVCL_0063)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0063

What is this?

DOI: 10.1016/j.molcel.2026.01.012

Resource: (KCB Cat# KCB 200848YJ, RRID:CVCL_0546)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0546

What is this?

DOI: 10.1016/j.molcel.2026.01.012

Resource: (CCLV Cat# CCLV-RIE 1035, RRID:CVCL_0023)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0023

What is this?

DOI: 10.1016/j.molcel.2026.01.012

Resource: (BCRJ Cat# 0044, RRID:CVCL_0604)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0604

What is this?

DOI: 10.1016/j.molcel.2026.01.012

Resource: RRID:Addgene_12260

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_12260

What is this?

DOI: 10.1016/j.molcel.2026.01.012

Resource: (KCB Cat# KCB 90029YJ, RRID:CVCL_0004)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0004

What is this?

DOI: 10.1016/j.molcel.2026.01.012

Resource: (NIH-ARP Cat# 177-450, RRID:CVCL_0367)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0367

What is this?

DOI: 10.1016/j.molcel.2026.01.012

Resource: (RRID:CVCL_0042)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0042

What is this?

DOI: 10.1016/j.molcel.2026.01.012

Resource: (TKG Cat# TKG 0331, RRID:CVCL_0030)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0030

What is this?

DOI: 10.1016/j.molcel.2026.01.012

Resource: (RRID:CVCL_0248)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0248

What is this?

DOI: 10.1016/j.isci.2026.115085

Resource: Python Programming Language (RRID:SCR_008394)

Curator: @areedewitt04

SciCrunch record: RRID:SCR_008394

What is this?

DOI: 10.1016/j.isci.2026.115012

Resource: Python Programming Language (RRID:SCR_008394)

Curator: @areedewitt04

SciCrunch record: RRID:SCR_008394

What is this?

DOI: 10.1016/j.isci.2026.115008

Resource: RRID:IMSR_CRL:027

Curator: @areedewitt04

SciCrunch record: RRID:IMSR_CRL:027

What is this?

DOI: 10.1016/j.isci.2026.114825

Resource: (RCB Cat# RCB2767, RRID:CVCL_0594)

Curator: @evieth

SciCrunch record: RRID:CVCL_0594

What is this?

DOI: 10.1016/j.isci.2026.114825

Resource: (ATCC Cat# CRL-1446, RRID:CVCL_0286)

Curator: @evieth

SciCrunch record: RRID:CVCL_0286

What is this?

DOI: 10.1016/j.intimp.2026.116295

Resource: (ATCC Cat# TIB-71, RRID:CVCL_0493)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0493

What is this?

DOI: 10.1016/j.immuni.2025.12.017

Resource: (ICLC Cat# HTL95023, RRID:CVCL_0030)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0030

What is this?

DOI: 10.1016/j.devcel.2026.01.015

Resource: RRID:IMSR_JAX:000664

Curator: @areedewitt04

SciCrunch record: RRID:IMSR_JAX:000664

What is this?

DOI: 10.1016/j.crmeth.2026.101307

Resource: (NCBI_Iran Cat# C558, RRID:CVCL_0152)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0152

What is this?

DOI: 10.1016/j.crmeth.2026.101307

Resource: (ECACC Cat# 87092802, RRID:CVCL_0480)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0480

What is this?

DOI: 10.1016/j.crmeth.2026.101307

Resource: (RRID:CVCL_0062)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0062

What is this?

DOI: 10.1016/j.crmeth.2026.101307

Resource: (ATCC Cat# HTB-161, RRID:CVCL_0465)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0465

What is this?

DOI: 10.1016/j.cmet.2026.01.019

Resource: (IMSR Cat# JAX_000664,RRID:IMSR_JAX:000664)

Curator: @areedewitt04

SciCrunch record: RRID:IMSR_JAX:000664

What is this?

DOI: 10.1016/j.cmet.2026.01.015

Resource: (KCLB Cat# 80008, RRID:CVCL_0159)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0159

What is this?

DOI: 10.1016/j.cmet.2026.01.015

Resource: (RRID:CVCL_1926)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_1926

What is this?

DOI: 10.1016/j.celrep.2026.117010

Resource: (JCRB Cat# IFO50038, RRID:CVCL_0007)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0007

What is this?

DOI: 10.1016/j.celrep.2026.117010

Resource: (DSMZ Cat# ACC-555, RRID:CVCL_2120)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_2120

What is this?

DOI: 10.1016/j.celrep.2026.117010

Resource: (RRID:CVCL_1609)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_1609

What is this?

DOI: 10.1016/j.celrep.2026.117010

Resource: (IMSR Cat# JAX_002014,RRID:IMSR_JAX:002014)

Curator: @areedewitt04

SciCrunch record: RRID:IMSR_JAX:002014

What is this?

DOI: 10.1016/j.celrep.2026.117010

Resource: RRID:IMSR_JAX:000664

Curator: @areedewitt04

SciCrunch record: RRID:IMSR_JAX:000664

What is this?

DOI: 10.1016/j.celrep.2026.117010

Resource: RRID:Addgene_12371

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_12371

What is this?

DOI: 10.1016/j.celrep.2026.116994

Resource: (RRID:CVCL_ZD32)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_ZD32

What is this?

DOI: 10.1016/j.celrep.2026.116994

Resource: RRID:IMSR_JAX:000664

Curator: @areedewitt04

SciCrunch record: RRID:IMSR_JAX:000664

What is this?

DOI: 10.1016/j.celrep.2026.116994

Resource: (RRID:CVCL_ZD33)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_ZD33

What is this?

DOI: 10.1016/j.celrep.2026.116994

Resource: (TKG Cat# TKG 0484, RRID:CVCL_1288)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_1288

What is this?

DOI: 10.1016/j.celrep.2026.116992

Resource: RRID:Addgene_100097

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_100097

What is this?

DOI: 10.1016/j.celrep.2026.116992

Resource: RRID:Addgene_60032

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_60032

What is this?

DOI: 10.1016/j.celrep.2026.116971

Resource: RRID:ZFIN_ZDB-GENO-960809-7

Curator: @areedewitt04

SciCrunch record: RRID:ZFIN_ZDB-GENO-960809-7

What is this?

DOI: 10.1016/j.celrep.2026.116971

Resource: (RRID:CVCL_B5P3)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_B5P3

What is this?

DOI: 10.1016/j.celrep.2026.116971

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0A07

What is this?

DOI: 10.1016/j.celrep.2026.116971

Resource: (ZFIN Cat# ZDB-ALT-050916-14,RRID:ZFIN_ZDB-ALT-050916-14)

Curator: @areedewitt04

SciCrunch record: RRID:ZFIN_ZDB-ALT-050916-14

What is this?

DOI: 10.1016/j.celrep.2026.116971

Resource: (RRID:CVCL_0A05)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0A05

What is this?

DOI: 10.1016/j.celrep.2026.116971

Resource: (ZFIN Cat# ZDB-ALT-060821-4,RRID:ZFIN_ZDB-ALT-060821-4)

Curator: @areedewitt04

SciCrunch record: RRID:ZFIN_ZDB-ALT-060821-4

What is this?

DOI: 10.1016/j.celrep.2026.116971

Resource: (ZFIN Cat# ZDB-ALT-120723-3,RRID:ZFIN_ZDB-ALT-120723-3)

Curator: @areedewitt04

SciCrunch record: RRID:ZFIN_ZDB-ALT-120723-3

What is this?

DOI: 10.1016/j.celrep.2026.116971

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:ZFIN_ZDB-ALT-110411-1

What is this?

DOI: 10.1016/j.celrep.2026.116971

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:ZFIN_ZDB-ALT-040601-2

What is this?

DOI: 10.1016/j.celrep.2026.116971

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:ZFIN_ZDB-ALT-120828-2

What is this?

DOI: 10.1016/j.celrep.2026.116968

Resource: (RRID:CVCL_1056)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_1056

What is this?

DOI: 10.1016/j.cell.2026.01.009

Resource: (BCRJ Cat# 0278, RRID:CVCL_0132)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0132

What is this?

DOI: 10.1016/j.cell.2026.01.009

Resource: (RRID:CVCL_0063)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0063

What is this?

DOI: 10.1016/j.cell.2026.01.009

Resource: (NCI-DTP Cat# NCI-H1299, RRID:CVCL_0060)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0060

What is this?

DOI: 10.1016/j.cell.2026.01.009

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:Addgene_55294

What is this?

DOI: 10.1016/j.cell.2026.01.009

Resource: (IMSR Cat# CRL_088,RRID:IMSR_CRL:088)

Curator: @areedewitt04

SciCrunch record: RRID:IMSR_CRL:088

What is this?

DOI: 10.1016/j.cell.2026.01.009

Resource: (RRID:CVCL_0042)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0042

What is this?

DOI: 10.1016/j.cell.2026.01.009

Resource: (CCLV Cat# CCLV-RIE 1035, RRID:CVCL_0023)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0023

What is this?

DOI: 10.1016/j.celrep.2026.116990

Resource: (RRID:CVCL_0063)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0063

What is this?

DOI: 10.1016/j.cej.2026.174157

Resource: None

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_E2RM

What is this?

DOI: 10.1016/j.cej.2026.174137

Resource: (ATCC Cat# TIB-71, RRID:CVCL_0493)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0493

What is this?

DOI: 10.1016/j.canlet.2026.218328

Resource: (RRID:CVCL_0063)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0063

What is this?

DOI: 10.1016/j.canlet.2026.218328

Resource: (NCI-DTP Cat# BT-549, RRID:CVCL_1092)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_1092

What is this?

DOI: 10.1016/j.canlet.2026.218328

Resource: (RRID:CVCL_0062)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0062

What is this?

DOI: 10.1016/j.canlet.2026.218328

Resource: (RRID:CVCL_0553)

Curator: @areedewitt04

SciCrunch record: RRID:CVCL_0553

What is this?

DOI: 10.1007/s00109-026-02650-4

Resource: (BCRJ Cat# 0240, RRID:CVCL_0566)

Curator: @evieth

SciCrunch record: RRID:CVCL_0566

What is this?

DOI: 10.1007/s00109-026-02650-4

Resource: (DSMZ Cat# ACC-541, RRID:CVCL_2078)

Curator: @evieth

SciCrunch record: RRID:CVCL_2078

What is this?

DOI: 10.1007/s00109-026-02650-4

Resource: (RRID:CVCL_E332)

Curator: @evieth

SciCrunch record: RRID:CVCL_E332

What is this?

DOI: 10.1007/s00109-026-02650-4

Resource: (JCRB Cat# JCRB1179, RRID:CVCL_2989)

Curator: @evieth

SciCrunch record: RRID:CVCL_2989

What is this?

DOI: 10.1007/s00109-026-02650-4

Resource: (RRID:CVCL_J431)

Curator: @evieth

SciCrunch record: RRID:CVCL_J431

What is this?

DOI: 10.1007/s00109-026-02650-4

Resource: (DSMZ Cat# ACC-49, RRID:CVCL_1357)

Curator: @evieth

SciCrunch record: RRID:CVCL_1357

What is this?

DOI: 10.1002/advs.202513670

Resource: (MMRRC Cat# 032108-UCD,RRID:MMRRC_032108-UCD)

Curator: @AleksanderDrozdz

SciCrunch record: RRID:MMRRC_032108-UCD

What is this?

DOI: 10.7554/eLife.108259

Resource: Adobe Illustrator (RRID:SCR_010279)

Curator: @scibot

SciCrunch record: RRID:SCR_010279

What is this?

DOI: 10.7554/eLife.108259

Resource: Fiji (RRID:SCR_002285)

Curator: @scibot

SciCrunch record: RRID:SCR_002285

What is this?

DOI: 10.7554/eLife.108259

Resource: Imaris (RRID:SCR_007370)

Curator: @scibot

SciCrunch record: RRID:SCR_007370

What is this?

DOI: 10.7554/eLife.108259

Resource: RRID:BDSC_26669

Curator: @scibot

SciCrunch record: RRID:BDSC_26669

What is this?

DOI: 10.7554/eLife.108259

Resource: GraphPad Prism (RRID:SCR_002798)

Curator: @scibot

SciCrunch record: RRID:SCR_002798

What is this?

DOI: 10.7554/eLife.108259

Resource: (Thermo Fisher Scientific Cat# ICN55976, RRID:AB_2335286)

Curator: @scibot

SciCrunch record: RRID:AB_2335286

What is this?

DOI: 10.7554/eLife.108259

Resource: RRID:BDSC_35785

Curator: @scibot

SciCrunch record: RRID:BDSC_35785

What is this?

DOI: 10.7554/eLife.108259

Resource: RRID:BDSC_32194

Curator: @scibot

SciCrunch record: RRID:BDSC_32194

What is this?

DOI: 10.7554/eLife.108259

Resource: (Aves Labs Cat# GFP-1010, RRID:AB_2307313)

Curator: @scibot

SciCrunch record: RRID:AB_2307313

What is this?

DOI: 10.7554/eLife.108259

Resource: RRID:BDSC_36117

Curator: @scibot

SciCrunch record: RRID:BDSC_36117

What is this?

DOI: 10.7554/eLife.108259

Resource: (Abcam Cat# ab195173, RRID:AB_2687586)

Curator: @scibot

SciCrunch record: RRID:AB_2687586

What is this?

DOI: 10.7554/eLife.108259

Resource: RRID:BDSC_43963

Curator: @scibot

SciCrunch record: RRID:BDSC_43963

What is this?

DOI: 10.7554/eLife.108259

Resource: RRID:BDSC_5137

Curator: @scibot

SciCrunch record: RRID:BDSC_5137

What is this?

DOI: 10.7554/eLife.108048

Resource: RRID:Addgene_10878

Curator: @scibot

SciCrunch record: RRID:Addgene_10878

What is this?

DOI: 10.7554/eLife.108048

Resource: None

Curator: @scibot

SciCrunch record: RRID:CVCL_CW64

What is this?

DOI: 10.7554/eLife.108048

Resource: (RRID:CVCL_6E02)

Curator: @scibot

SciCrunch record: RRID:CVCL_6E02

What is this?

DOI: 10.7554/eLife.108048

Resource: (KCB Cat# KCB 2014059YJ, RRID:CVCL_3275)

Curator: @scibot

SciCrunch record: RRID:CVCL_3275

What is this?

DOI: 10.7554/eLife.103784

Resource: None

Curator: @scibot

SciCrunch record: RRID:Addgene_169257

What is this?

DOI: 10.7554/eLife.103784

Resource: Suite2P (RRID:SCR_016434)

Curator: @scibot

SciCrunch record: RRID:SCR_016434

What is this?

DOI: 10.7554/eLife.103784

Resource: None

Curator: @scibot

SciCrunch record: RRID:IMSR_JAX:012686

What is this?

DOI: 10.7554/eLife.103784

Resource: ImageJ (RRID:SCR_003070)

Curator: @scibot

SciCrunch record: RRID:SCR_003070

What is this?

DOI: 10.7554/eLife.103784

Resource: (Thermo Fisher Scientific Cat# D1306, RRID:AB_2629482)

Curator: @scibot

SciCrunch record: RRID:AB_2629482

What is this?

DOI: 10.7554/eLife.103784

Resource: (RRID:CVCL_0063)

Curator: @scibot

SciCrunch record: RRID:CVCL_0063

What is this?

DOI: 10.7554/eLife.103784

Resource: MATLAB (RRID:SCR_001622)

Curator: @scibot

SciCrunch record: RRID:SCR_001622

What is this?

DOI: 10.7554/eLife.103784

Resource: (Molecular Probes Cat# A-21124, RRID:AB_141611)

Curator: @scibot

SciCrunch record: RRID:AB_141611

What is this?

DOI: 10.7554/eLife.103784

Resource: (Millipore Cat# MAB1572, RRID:AB_2174013)

Curator: @scibot

SciCrunch record: RRID:AB_2174013

What is this?

DOI: 10.7554/eLife.103784

Resource: pClamp (RRID:SCR_011323)

Curator: @scibot

SciCrunch record: RRID:SCR_011323

What is this?

DOI: 10.7554/eLife.103784

Resource: (Alomone Labs Cat# APC-014, RRID:AB_2040166)

Curator: @scibot

SciCrunch record: RRID:AB_2040166

What is this?

DOI: 10.7554/eLife.103784

Resource: RRID:Addgene_135630

Curator: @scibot

SciCrunch record: RRID:Addgene_135630

What is this?

DOI: 10.7554/eLife.103784

Resource: (Thermo Fisher Scientific Cat# A-11034, RRID:AB_2576217)

Curator: @scibot

SciCrunch record: RRID:AB_2576217

What is this?

DOI: 10.7554/eLife.103784

Resource: RRID:IMSR_JAX:000664

Curator: @scibot

SciCrunch record: RRID:IMSR_JAX:000664

What is this?

DOI: 10.7554/eLife.103784

Resource: (IMSR Cat# JAX_003376,RRID:IMSR_JAX:003376)

Curator: @scibot

SciCrunch record: RRID:IMSR_JAX:003376

What is this?

DOI: 10.7554/eLife.103784

Resource: (IMSR Cat# JAX_027395,RRID:IMSR_JAX:027395)

Curator: @scibot

SciCrunch record: RRID:IMSR_JAX:027395

What is this?

DOI: 10.7554/eLife.103784

Resource: RRID:Addgene_162375

Curator: @scibot

SciCrunch record: RRID:Addgene_162375

What is this?

DOI: 10.7554/eLife.101518

Resource: WFU PickAtlas (RRID:SCR_007378)

Curator: @scibot

SciCrunch record: RRID:SCR_007378

What is this?

DOI: 10.7554/eLife.101518

Resource: FMRIPREP (RRID:SCR_016216)

Curator: @scibot

SciCrunch record: RRID:SCR_016216

What is this?

DOI: 10.7554/eLife.101518

Resource: MATLAB (RRID:SCR_001622)

Curator: @scibot

SciCrunch record: RRID:SCR_001622

What is this?

DOI: 10.7554/eLife.101518

Resource: SPSS (RRID:SCR_002865)

Curator: @scibot

SciCrunch record: RRID:SCR_002865

What is this?

DOI: 10.14814/phy2.70787

Resource: University of Virginia School of Medicine Exercise Physiology Core Facility (RRID:SCR_025474)

Curator: @scibot

SciCrunch record: RRID:SCR_025474

What is this?

DOI: 10.12688/f1000research.169966.1

Resource: (Sigma-Aldrich Cat# A8592, RRID:AB_439702)

Curator: @scibot

SciCrunch record: RRID:AB_439702

What is this?

DOI: 10.12688/f1000research.169966.1

Resource: (Molecular Probes Cat# A-21424, RRID:AB_141780)

Curator: @scibot

SciCrunch record: RRID:AB_141780

What is this?

DOI: 10.12688/f1000research.169966.1

Resource: (Proteintech Cat# RGAM001, RRID:AB_3068333)

Curator: @scibot

SciCrunch record: RRID:AB_3068333

What is this?

DOI: 10.12688/f1000research.169966.1

Resource: (Thermo Fisher Scientific Cat# A-21429, RRID:AB_2535850)

Curator: @scibot

SciCrunch record: RRID:AB_2535850

What is this?

DOI: 10.12688/f1000research.169966.1

Resource: (Proteintech Cat# RGAR001, RRID:AB_3073505)

Curator: @scibot

SciCrunch record: RRID:AB_3073505

What is this?

DOI: 10.12688/f1000research.169966.1

Resource: (Sigma-Aldrich Cat# A9594, RRID:AB_439700)

Curator: @scibot

SciCrunch record: RRID:AB_439700

What is this?

DOI: 10.12688/f1000research.169966.1

Resource: (Thermo Fisher Scientific Cat# 711879, RRID:AB_2723433)

Curator: @scibot

SciCrunch record: RRID:AB_2723433

What is this?

DOI: 10.12688/f1000research.169966.1

Resource: (Proteintech Cat# 60293-1-Ig, RRID:AB_2881408)

Curator: @scibot

SciCrunch record: RRID:AB_2881408

What is this?

DOI: 10.12688/f1000research.169966.1

Resource: (Abcam Cat# ab213556, RRID:AB_2890221)

Curator: @scibot

SciCrunch record: RRID:AB_2890221

What is this?

DOI: 10.12688/f1000research.169966.1

Resource: None

Curator: @scibot

SciCrunch record: RRID:AB_3073769

What is this?

DOI: 10.12688/f1000research.169966.1

Resource: None

Curator: @scibot

SciCrunch record: RRID:CVCL_A6LN

What is this?