Supporting Emotional Regulation in the Classroom

If the day starts with a noisy playground and a ringing bell, some children are dysregulated before the register's taken. Learning doesn't happen until they're back to a calm baseline, and some of them can't yet tell you how they feel.

You'll get nine practical principles for supporting emotional regulation in the classroom. They include calm routines at the start of the day, teaching children to rate their feelings from one to 10, and naming your own feelings out loud so they see how you cope. You'll also learn co-regulation with one child or a whole class, and how to set up a small, quiet safe space.

The ideas work for every pupil and help most with those who struggle, including neurodivergent learners. They come from an autistic parent of autistic children, with advice on adapting them for secondary. Four breathing strategies, including box breathing, are ready to print.