Why is it important?

• Promotes Interoception

  • In addition to the five traditional senses, understanding one's internal state of the body (e.g., heart rate, breathing, temperature, hunger, thirst, sensations) allows for the child to understand correlating emotions and identify what they need to self-regulate.

  • Interoception can help students recognize early signs of distress and utilize regulation strategies to adapt to their environment (e.g., a student who seeks sensory input may request for a wobble seat cushion to help them concentrate during an exam).  

• Supports Engagement in Academic Tasks

  • Children who struggle with self-regulation in the classroom may exhibit sensory challenges (e.g., inability to sit still, inattention, distraction, discomfort)

  • Supports for sensory self-regulation (e.g., adaptive seating options or movement breaks) provides necessary supports for students to engage in classroom activities successfully.

  • Encourages Social Participation

    • Children who experience emotional dysregulation in a social environment may present behaviors of anger, distress or anxiety.

    • Providing opportunities to teach students appropriate social skills (e.g., mannerisms, active listening, respect, conflict resolution) helps them communicate effectively and engage positively with peers.

  • Builds Foundations for Relationships

    • Self-regulation is important to build positive relationships with peers, teachers, and family members.

    • Self-regulation is necessary to promote positive communication, social emotional skills and understanding oneself and others.

    • For example, developing self-regulation skills can help students communicate effectively when managing conflict, controlling emotions and maintaining friendships. 

  • Supports Independence and Well-Being

    • Self-regulation fosters independence in self-care, academic tasks, decision-making, and social interactions, contributing to overall well-being.

  • Builds Foundation for Long-Term Success

    • Self-regulation is an essential skill carried throughout childhood into adulthood.

    • Allows the individual to achieve life goals, engage in responsibilities and build future relationships.

    • For example, self-regulation skills help individuals manage responsibilities in higher education, employment, and personal relationships.

• • Self-regulation is essential for academic success, social interactions, and emotional well-being. It enables students to:

    • Develop resilience and problem-solving skills: Self-regulated students can adapt to challenges, persist through difficult tasks, and develop critical problem-solving skills that are essential for lifelong learning.

    • Build positive peer and teacher relationships: Understanding emotions and impulses helps students communicate effectively, collaborate with peers, and build trusting relationships with teachers.

    • Follow classroom routines and expectations: By controlling impulses and understanding expectations, students can adhere to classroom rules, transition smoothly between activities, and engage in structured learning experiences.

    • Enhance independence and motivation: Self-regulated students take ownership of their learning, set goals, and monitor their own progress, leading to increased motivation and academic achievement.

Students who struggle with self-regulation may exhibit difficulties with transitions, frustration tolerance, task completion, and cooperative learning. They may become easily overwhelmed or have trouble adjusting to changes in routine. By fostering self-regulation, teachers can create a more structured and supportive learning environment where students feel safe and capable of managing their emotions and behaviors effectively.

**For significant sensory processing difficulties, please refer occupational therapy services for primary treatment approaches.

Occupational Therapy Practice Framework: Domain and Process-Fourth Edition. (2020). The American journal of occupational therapy : official publication of the American Occupational Therapy Association, 74(Supplement_2), 7412410010p1–7412410010p87. https://doi.org/10.5014/ajot.2020.74S2001