Empowering students through self regulation: insights from sepla 2024

As a paediatric occupational therapist, I was honoured to present at the 2024 Special Education Principals and Leaders Association (SEPLA) Conference, where I had the opportunity to share insights on fostering self-regulation in students with complex learning needs. With SSP (Specialist Support Program) schools from across Australia and Asia in attendance, the discussion centred on the transformative impact of implementing the Zones of Regulation in the classroom.

Across various schools, I’ve implemented the Zones of Regulation, a widely recognized framework developed by Leah Kuypers, to support students in developing self-regulation and emotional awareness. This framework categorises emotions and states of alertness into four colour-coded zones—Blue, Green, Yellow, and Red—helping students understand and manage their emotions effectively.

Our goal in implementing this program was to minimise problematic behaviours, reduce dysregulation that affects academic learning, and enhance inclusive strategies for social participation. Through structured, differentiated learning experiences, we have seen students improve in their ability to identify emotions, communicate their needs, and utilise regulation tools to remain engaged in learning.

One of the key takeaways from my presentation was the importance of consistency and collaboration. By embedding the Zones of Regulation across all classrooms—through visuals, displays, structured lessons, and daily routines, we’ve supported students to develop their emotional awareness and understanding. This not only empowers students to regulate themselves but also strengthens the confidence of educators in supporting them effectively. The result? More time spent on learning rather than behaviour management, and an overall improvement in student well-being and classroom engagement.

Throughout the presentation, we shared practical strategies, lesson plans, and professional learning resources that schools can adapt to suit diverse student needs. We also explored ways to modify regulation strategies for students with vision impairments, intellectual disabilities, physical disabilities, and behavioural challenges—ensuring that no student is left behind in developing essential self-regulation skills.

Reflecting on the experience, I am reminded of the profound impact that structured self-regulation frameworks can have on both students and educators. As occupational therapists, we play a crucial role in supporting schools to create inclusive, emotionally supportive learning environments where every student has the tools to succeed. It was inspiring to connect with leaders from across Australia and Asia who share a commitment to enhancing student outcomes through evidence-based interventions.

For those interested in learning more about implementing the Zones of Regulation in their schools or clinics, feel free to reach out to us at Bambini Health. Let’s continue working together to build supportive, inclusive spaces where every child can thrive.