When a student shows strong emotions (e.g., crying, yelling, shutting down), what is your immediate internal reaction?

I stay calm and grounded

I feel anxious or unsure

I try to avoid the situation

How often do you reflect on your own emotional state before entering the classroom?

I regularly check in with myself and try to enter the room with intention.

I’m aware of how I’m feeling most days, but I don’t always act on it.

I rarely pause to reflect—I'm often just pushing through.

In a high-stress moment, which of these is most likely to guide your initial response?

I react instinctively, often from my own stress or frustration.

I rely on classroom rules and policies to guide my response.

I pause, regulate myself, and respond based on the emotional needs of the student.

How often do you explicitly teach emotional regulation strategies (e.g., breathing, naming emotions)?

I intentionally include practices like breathing, reflection, or emotion naming as part of my teaching.

I include some emotional strategies when I can, but it’s not yet part of my regular routine.

I haven’t integrated this into my teaching yet, but I’m interested in learning how.

Do you have a predictable routine or structure in place that helps students feel emotionally safe each day?

My routine includes time for emotional check-ins and self-regulation strategies.

I try to build some emotional space into our day, but it’s not consistent yet.

My routine mostly focuses on academic tasks—I’d like to add more emotional support.

Do students in your class feel comfortable naming how they’re feeling?

I’ve intentionally created space and language for students to express their emotions.

I offer opportunities, but I’m not sure if all students feel safe enough to share.

We haven’t focused much on emotional expression yet.

How prepared do you feel to respond when a student shares a personal or traumatic experience with you?

I’ve received guidance or training and know how to respond appropriately.

I have a general idea, but I’m not confident I’d handle it the right way.

I wouldn’t know what to say or what steps to take.

How do you respond when a student refuses to participate due to being emotionally overwhelmed?

I pause and offer space, a check-in, or an alternative to help them feel seen.

I usually redirect gently but still expect participation.

I often feel unsure in the moment and wish I had a clearer plan. Until then, I normally expect the student to proceed with the curriculum at-hand

How would you describe your confidence in co-regulating with a dysregulated student?

I feel steady and confident staying grounded during emotionally intense moments.

I try to stay calm, but it’s tough depending on the situation or student.

I tend to react or shut down by defaulting to class consequences—I need more tools to support both of us in listening.

Please send me more information on:

More strategies to help students self-regulate in the moment.

Designing routines that make emotional safety part of the day

Tools to manage my own emotional responses when things get tough

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