Students today are more dysregulated than ever, struggling with focus, emotional control, and behavioral challenges. Dysregulation affects them in different ways—some become restless and impulsive, while others shut down or avoid tasks altogether. A proactive approach to self-regulation, thus, becomes crucial as it equips students with the tools they need to navigate their emotions, behaviors, and daily challenges. Today, we’re diving into how we can help kids self-regulate in the classroom—because we don’t talk enough about the science-backed solutions that move kids out of dysregulated states. When we understand what drives dysregulation and implement the right strategies, we set students up for success in both learning and life.
The CALMS Dysregulation Protocol: Overview and Application
Dysregulation doesn't only affect academics. It spills into social learning, common sense learning, and the foundation for their future. That's why it's important that we equip kids with the tools to regulate their emotions and behavior so they can thrive in every aspect of learning. Dysregulation is often the root cause for meltdowns, frustration, avoidance, and many more issues experienced by kids. That is why I created the CALMS Dysregulation Protocol to give structured, science-backed ways to help students regulate their nervous systems, leading to better behavior and, ultimately, better learning. And when kids develop emotional regulation, they gain confidence and control, paving the way for real learning. The CALMS protocol is not just for home. It is just as powerful in the classroom. Teachers are juggling so much, and with half of kids dealing with clinical or physical challenges and half of parents overwhelmed, co-regulation often is not happening at home. That is why we need to bring these strategies into schools.
C: Co-Regulation: The Importance of Adult Behavior
The first step in helping students regulate is co-regulation because kids mirror our behaviors. A dysregulated adult cannot help a dysregulated child, so it is essential for educators to model calm, steady regulation. You don’t have to be perfect, but aiming to stay regulated most of the time makes a significant difference in the classroom. Teachers can convey regulation through a calm voice, steady body language, and predictable routines. Instead of approaching an upset student directly, moving to their side and using slow, intentional movements can help prevent escalation. Predictability is key since kids thrive when they know what to expect. A structured classroom with clear routines creates a sense of safety and reduces anxiety. Bringing regulation strategies into the classroom can also make a big impact. Simple breathing exercises help students reset throughout the day. Yoga or stretching can give them an opportunity to connect with their bodies and release built-up tension. Somatic exercises, such as grounding techniques or mindful movement, allow students to develop awareness of their physical and emotional states. These small but powerful strategies help students regulate more naturally. The more teachers integrate these techniques, the more students will internalize self-regulation skills, reducing the need for external support in managing emotions and behavior.
A: Avoid Personalizing: Reframing Student Behavior
When students act out, it’s easy to take their behavior personally, but the key is to reframe our thinking. Instead of seeing a child as defiant, unmotivated, or difficult, we need to recognize that their nervous system is dysregulated. Their big emotions aren’t about us, even if they say our name or direct frustration toward us. It’s not personal—it’s their inability to cope in that moment. Reframing student behavior changes everything. Instead of thinking, “He’s being difficult,” we can say, “His nervous system is overloaded. What can I do in this classroom to support regulation?” This shift helps us respond with empathy rather than frustration. And when we start using this language with colleagues, it spreads. Others begin to see the impact of regulation-focused approaches, and small mindset shifts lead to big changes. Beyond mindset, nonverbal communication is a powerful tool. When students are dysregulated, their frontal lobes—the part of the brain responsible for reasoning and processing language—aren’t functioning optimally. Too much verbal input can overwhelm them. Using visual schedules, checklists, hand signals, or sensory tools can be far more effective than verbal corrections. A quiet space or calm-down corner, when framed as a resource rather than a punishment, also empowers students to regulate on their own terms. When classrooms embrace these approaches, students start to internalize them. They ask for breaks, share strategies, and support each other. This is how we build a classroom culture that fosters regulation, emotional resilience, and real learning.
L: Look for Root Causes: Identifying Under and Over Stimulation
Dysregulated behaviors, whether from under-stimulation or over-stimulation, signal unmet needs in the nervous system. Under-stimulation can appear as sluggish processing, trouble focusing, or anxious avoidance, while over-stimulation may lead to outbursts, sensory overload, or emotional reactivity. These behaviors aren’t just disruptions; they indicate a need for support. Identifying root causes allows educators to move from reacting to behaviors to preventing them. Sensory strategies, self-regulation tools, visual schedules, checklists, and quiet spaces benefit all students, even those who are already well-regulated. Many classrooms are shifting toward constant correction because so many students are dysregulated, but a proactive approach makes a lasting difference. When teachers integrate regulation strategies, they reduce disruptions and create an environment where all students can focus and thrive. Self-regulation isn’t a one-time lesson; it requires ongoing practice, especially for students who struggle the most. Making regulation a daily practice sets the foundation for long-term success in both academics and emotional well-being.
M: Modeling: Teaching Self-Regulation Skills
Modeling self-regulation is essential because children learn by observing the adults around them. Teachers play a crucial role in explicitly demonstrating self-regulation strategies rather than just expecting students to figure them out. Using self-talk, for example, helps children develop metacognitive skills by verbalizing problem-solving processes. When teachers say things like, “That was tough, but I took a step back and broke it down,” they provide students with a concrete example of how to manage challenges. Many children today lack these skills due to a mix of generational parenting styles and unrealistic developmental expectations, making it even more critical for educators to fill that gap. Incorporating grounding techniques and mindful movement into the classroom further reinforces self-regulation. Strategies like the 5-4-3-2-1 sensory exercise help students regain focus by tuning into their environment, while mindful movement activities encourage body awareness and emotional control. When teachers consistently model and reinforce these techniques, students not only learn how to regulate their emotions but also internalize these strategies as tools for lifelong resilience.
S: Support and Reinforce: Encouraging Self-Regulation
Supporting and reinforcing self-regulation is an ongoing process that requires consistency, patience, and positive reinforcement. Since self-regulation isn’t something children master in one lesson, they need repeated opportunities to practice and refine these skills. One of the most effective ways to encourage growth is by praising efforts rather than focusing solely on results. In a society that often prioritizes perfection, shifting the focus to progress empowers kids to build confidence and resilience in their self-regulation journey. Creating an environment that fosters self-regulation means providing structured opportunities for movement, brain breaks, and sensory tools. Calm corners or quiet spaces allow students to step away and reset without shame, reinforcing the idea that self-regulation is a skill, not a punishment. Access to sensory strategies like fidget tools, visual supports, or mindful breathing exercises can help children regain balance before their emotions escalate. When schools integrate these strategies into their daily routines, all students benefit—whether they struggle with dysregulation or simply need occasional support to stay focused and engaged. While some children naturally develop self-regulation skills more easily, others require much more reinforcement. Educators also play a crucial role in this process by modeling coping strategies and guiding students through emotional challenges. By prioritizing self-regulation in the classroom, teachers provide children with lifelong tools to navigate stress, frustration, and anxiety. Their dedication to this work has a lasting impact, shaping not just academic success but also students’ overall emotional well-being. Not sure where to start? We'll help you find the right solution tailored to your needs. Visit https://drroseann.com/help/ today and take our FREE Brain and Behavior Solutions Matcher. Discover science-backed mental health solutions and gain valuable insights from Dr. Roseann Capanna-Hodge by exploring the resources available at www.drroseann.com. Get the right support to break the chain from OCD without medication: https://drroseann.com/ocdkit
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