Teach self-regulation

Early years

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Teach self-regulation is the abbreviated name of the practice Teachers foster self-regulation in students by providing systematic instruction.

Emotional and behavioural self-regulation is the ability to control or manage one’s feelings and behaviours. Self-regulation is a key part of the early years of schooling, and it increases as students understand the need to follow rules and develop their own  internal value system. Self-regulation is influenced by:

  • gender
  • temperament 
  • cultural factors
  • parenting styles
  • life experiences.

Students take time to learn which behaviours are acceptable in which situations at home, school and in the community. Students take time to learn how to regulate feelings and behaviours by observing how people around them do this. You can assist students’ development by modelling appropriate self-regulation strategies and behaviours in the classroom.

However, some students may benefit from systematic instruction in the use of these strategies.

This practice will help students to

regulate their feelings more often

regulate their behaviour more often

This practice will help teachers to

focus on teaching and student learning

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This practice is from the core research project