Sensory vs Emotional Regulation

In our first newsletter, we talked about a mindset shift around regulation. Instead of expecting students to regulate on their own, we shift our role to actively supporting regulation in the classroom. Here, we’re going to get a little more specific and break things down further.

When educators talk about “regulation,” we often use sensory regulation and emotional regulation interchangeably. While they are closely connected, they are not the same thing. Understanding the difference helps us choose supports that actually work in the moment.

Sensory regulation refers to how the body and nervous system respond to sensory input like noise, movement, light, touch, visual demand, and pacing. It answers the question:

Does my body feel safe, calm, and organized enough to engage?

For many autistic students, the nervous system is working overtime. Classrooms are loud, bright, fast, and full of expectations. When the nervous system is overwhelmed or under-stimulated, the brain shifts into survival mode. At that point, learning and problem-solving are not accessible.

Sensory regulation is not about “calming down.” It is about helping the nervous system feel safe enough to stay in the moment. Examples of sensory regulation supports include:

• Predictable routines and schedules

• Visual supports

• Movement opportunities

• Access to sensory tools

• Reduced visual and auditory clutter

These supports help organize the body so the brain can stay online.

Emotional regulation refers to recognizing, expressing, and managing emotions like frustration, excitement, anxiety, or disappointment. It answers the question:

Can I notice how I feel and respond in a flexible way?

Skills like naming emotions, using coping strategies, problem-solving, and reflecting on behavior all fall under emotional regulation. These are important skills, but they require executive functioning.

Here is the key idea: Emotional regulation depends on sensory regulation.

If a student’s nervous system is dysregulated, emotional regulation skills are not accessible. This is why strategies like talking it out, naming feelings, or using coping cards often fall flat during moments of escalation. The brain simply is not ready for that level of thinking yet.

When we skip sensory regulation and jump straight to emotional regulation, it can feel like students are “refusing” to use strategies or are not trying. In reality, their nervous system may not be ready.

This does not mean we stop teaching emotional regulation. It means we teach it after sensory supports are in place and when students are regulated enough to learn.

In the moment, our role is often to:

• Reduce demands

• Adjust the environment

• Offer sensory support

• Co-regulate through presence and predictability

Later, when the student is regulated, we can work on emotional skills like reflection, language, and coping strategies.

Supporting regulation might look like:

• Offering movement before asking for participation

• Using visuals instead of verbal reminders

• Allowing flexible seating or positioning

• Pausing instruction when a student shows signs of distress

• Prioritizing safety and connection over task completion

It does not look like:

• Expecting students to “use their words” during escalation

• Removing supports because a student “should know better”

• Measuring success by quiet bodies or compliance

• Sensory regulation and emotional regulation are connected, but not the same.

• Sensory regulation supports the nervous system.

• Emotional regulation skills require an organized nervous system.

• If the body is not regulated, emotional strategies will not work.

• Supporting sensory regulation first sets students up for success.

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

In 2026, the Autism Society of Minnesota is making a thoughtful shift to a virtual, two–half-day format. This change helps us respond to rising event costs and budget challenges from 2025 while lowering the overall cost to our community. Going virtual allows us to keep this conference accessible to more people — no travel, no hotel costs, less time away from work or caregiving, and more flexibility for how and when you participate.

📅 April 15th-16th, 2026 | Virtual

Join us for this multi-day, in-person event designed to explore and support learning for students with low-incidence disabilities. Our keynote presentations feature strategies and insights tailored to diverse learning needs.

Speakers will provide valuable insights, tools, and resources to transform instruction and support student success. Don’t miss this opportunity to enhance your practice and impact learners across Minnesota!

📅 April 19th-22nd, 2026 | Madden's on Gull Lake

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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 Forcast Fun 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, March's Reading Superpowers 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.