Self-Regulation

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Why it works

Self-regulation, part of CASEL's self-management competency, develops with teaching and practice and with co-regulation from calm adults. Helping students name emotions, learn calm-down strategies, and have a predictable way to reset supports the self-management that behavior and learning depend on, and reduces escalation.

The research: CASEL on self-management; research on emotion regulation and co-regulation.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: build a regulation routine

Teachers leave with a plan to teach emotion vocabulary, calm-down strategies, a reset, and co-regulation.

Teach students to name emotions with a simple shared vocabulary.
Teach one or two calm-down strategies and practice them when calm, not only in the moment.
Set up a predictable reset option, a calm space or break.
Plan how you co-regulate, staying calm, when a student is dysregulated.

Teach it when they are calmStudents cannot learn a calm-down strategy in the middle of a meltdown. Teach and practice regulation when they are regulated, so it is there when they are not.

Facilitator notes

Teach and practice when students are calm.
Model your own regulation, and co-regulate rather than escalate.
Refer students who need more to counselors or support staff.

Stay calm to help a student calm downA student who is flooded cannot be reasoned with. Your calm presence is the intervention; escalating makes it worse. For real crisis, involve support staff.

Adapt it

Elementary: feelings charts, calm corners, and co-regulation.
Secondary: private resets, emotion vocabulary, and respect for dignity.
All settings: practice when calm, co-regulate in the moment.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Self-Regulation: name it, practice it, reset

A teachable skill: name emotions, practice calm-down strategies when calm, and a predictable reset.

My shared emotion vocabulary:
One or two calm-down strategies I will teach:
My predictable reset option:
How I co-regulate when calm:
My referral path for students who need more:

Make it stick

Practice calm, co-regulate in the moment:

Teach and practice regulation when students are calm.
Co-regulate when they are not.
Bring a regulation routine that helped to the next PLC.

Common questions

Isn't self-regulation just something kids have or don't?

No. It develops with teaching, modeling, and practice, and with support from calm adults. It is a skill, not a fixed trait.

What is co-regulation?

A calm adult helping a dysregulated student settle, through presence, tone, and a predictable reset, so the student can regain control. It is a bridge to self-regulation.

What about a student in real crisis?

Teaching calm-down strategies helps day to day, but a student in crisis needs your counselor or support staff. Follow your school's support procedures.