Rethinking Regulation

We’re excited to kick off this new series, Supporting Regulation in the Classroom. Before we dive in, a quick disclaimer: I am not a licensed occupational therapist. That said, regulation is one of the most significant and complex challenges facing the students we support, and it deserves thoughtful attention. Much like communication, where educators support language every day even if we aren’t speech-language pathologists, teachers play a critical role in creating environments that support regulation.

In this series, when we talk about regulation, we are talking about how students’ nervous systems experience safety and support in the classroom. Today’s focus is on a mindset shift around regulation.

Regulation can feel like a vague or overwhelming concept. It’s often reduced to ideas like having a calm body, staying in the green zone, or being “ready to learn.” Many of us were taught that regulation is something students must achieve before instruction can happen.

In reality, regulation is not a quick skill we teach and measure. It does not develop overnight, and many adults still struggle with it. For children, especially autistic children, regulation develops through support, relationships, and repeated experiences of feeling safe. Regulation begins with co-regulation, not independence.

Historically, regulation has often been treated as the student’s responsibility. Many of us were told to "teach students to self-regulate.” But regulation is an executive functioning skill that continues developing well into adulthood. Expecting students to independently regulate before they are developmentally ready sets everyone up for frustration and missed learning opportunities.

A helpful definition that grounds this work comes from Nikki Smit, a neurodivergent occupational therapist:

Regulation is the ability to feel safe enough in your body, your environment, and your emotions to participate, engage, and connect. It’s not about being calm 24/7, it’s about having tools to return to a place of balance.

When we view regulation this way, the question shifts. Instead of asking, Why can’t they regulate? we begin asking, What support is missing?

Before we understood more about the nervous system and neuroaffirming practices, dysregulation was often viewed as noncompliance or problem behavior that needed to be stopped. Supports were frequently reactive and compliance-based. Loss of privileges, removal of breaks, or sending students to calm-down spaces after escalation were common. Success was measured by fewer behaviors, completed work, and students appearing calm on the outside.

And honestly, it makes sense that this became the norm. Dysregulation can lead to meltdowns that feel unsafe and require multiple adults to manage. Add large caseloads, limited staffing, and constant demands, and many days feel like we are just trying to put out fires. Teaching “self-regulation” became a survival strategy, not because it worked, but because we were stretched so thin.

The problem is that compliance-based approaches don’t build regulation. They often increase stress for both students and staff, which is why regulation can feel so hard to “teach.”

If this has felt hard, it’s not because you’re doing something wrong. It’s because we were handed systems that ask too much of students and too much of educators at the same time.

So instead of asking students to regulate on their own, let's shift our role to actively supporting regulation. That means:

• Designing predictable environments

• Using visuals and consistent routines

• Building in sensory supports proactively

• Honoring all forms of communication

• Adjusting expectations based on nervous system needs

Regulation becomes something we do with students, not something we demand from them. This shift is the foundation for everything we’ll explore in this series.

The graphic below shows the shift from compliance-based approaches to neuroaffirming approaches in action, comparing common classroom approaches to regulation with what regulation support can look like when neuroaffirming practices are in place.

A PDF Version of this table is located in the Resources section.

Regulation is a nervous system state, not a behavior to control.

It allows students to feel safe, communicate, and engage.

Regulation starts with co-regulation.
Students learn regulation through support, not by being expected to do it independently.

Compliance does not equal regulation.
Reducing visible behaviors doesn’t mean a student is regulated or learning.

Teachers support regulation through environment and structure.
Predictable routines, visuals, sensory supports, and flexible expectations matter.

Regulation is something we do with students.
Not something we demand from them.

Next week we’ll break down sensory regulation vs emotional regulation and why the order matters.

I am not an occupational therapist. The information shared in this newsletter is intended for educational purposes and to support reflection on classroom practices through a neuroaffirming lens. Regulation and sensory needs are highly individual, and specific strategies may not be appropriate for every student. Teachers are encouraged to collaborate with and consult their school-based occupational therapist or related service providers before implementing individualized or intensive sensory strategies.

Independent work systems are a powerful way to support predictability and independence for autistic learners. In this training, we will explore how to set up and implement effective independent work systems that clearly answer: What work? How much? When am I finished? What’s next? You’ll learn practical strategies for structuring tasks, using visuals, and gradually building independence while reducing anxiety and reliance on adult support.

📅 March 4th, 2026 | 3:30 - 4:30 PM PM CST

This must-read newsletter is filled with exciting events, valuable opportunities, and expert insights for educators and professionals supporting autistic students.

Don’t miss out! Click the link below to access this incredible resource, and be sure to subscribe to receive the Minnesota Statewide ASD Newsletter in your inbox each quarter. Stay informed, inspired, and connected!

Check out the Winter Animals Themes First! Unit, which includes original songs, books, and activities that support students’ skill development and generalization with content that’s fun, accessible, and theme-based. These monthly units now include an expanded Social Studies suite, containing fun, theme-related activities that reinforce cultural engagement. Included in all Themes First! units are lessons, activities, and worksheets for group and independent work at a wide range of levels.

The next Themes First! release, February's Forecast Fun is ready to prep!

💡Print all the activities you plan to use for the upcoming month as soon as they become available. Put printed activities in a "prep" area equipped with a laminator, file folders, Velcro, labels, and baggies. If you have a large laminator, laminate all the activities at once! When you or your team have a few minutes to spare, you can laminate, cut, and add Velcro as needed. It helps to organize activities in trays by "Needs to be Prepped" and "Finished." Don't forget to teach your team how to prep the activities and to model this new expectation. Check out the How to Prep a Month-Long Themes First! Unit below.

Building Neuroaffirming Classrooms Series

What is Neurodiversity?

"Hearing Autistic Voices"

Teaching Through Lived Experience

It Starts with Us: Shifting Mindsets

Honor All Communication

Build Trusting Relationships

Take a Strengths-Based Approach

Challenge Assumptions

Moving Forward

STAR Media Center Updates: Themes First

STAR Media Center Updates: Routine Essentials

Welcome Back! 9/2/2025

2023-2025 Tuesday Tips & Tricks

Feel free to reach out anytime with questions or concerns—I’m happy to help! You can contact me by email or phone, and I’m also available for quick Zoom chats on Fridays from 7:30–8:00 AM and 3:00–3:30 PM. If those times don’t work for your schedule, just send me an email, and we’ll find a time that works best for both of us.

Use the link below to ask questions about this week's Tuesday Tips 'N' Tricks and/or give suggestions on future topics.