My 5 Step Self-Regulation Process

TLDR:

During emotional dysregulation, the connection between the prefrontal cortex and the amygdala is weak, and the amygdala's "distress signal" is not adequately managed, leading to difficulty controlling strong emotions. Being in this state for too long has serious health consequences on the brain and body. (Ismail, 2021). I created a simple evidence based 5 step process; a graphic organizer with mnemonics, and chunking to support diverse learners, and teach a simple nervous system calming breathing exercise.

Also see the shorter blog post here

In a recent course on "Understanding and Supporting Diverse Learners"; one of the many for my Post-Baccalaureate Certificate in Learning Differences and Neurodiversity​ through Landmark College, I learnt about Executive Functioning (EF). For my final project I focused on Emotional Regulation and developed a fun way for students to regulate and calm. I had so much fun researching and developing this process and template, which I have expanded on here for this blog.

Emotional Regulation is described by the late Thomas Brown, Ph.D., in his work on the six clusters of EF impairment in ADD Syndrome (Brown, 2008). Throughout the course, and in my own experience I have seen that students with learning differences (LD) and/or ADHD, often present with increased anxiety and stress during/after school, with learning, and in social situations, which results in emotional dysregulation. I have observed too that schools will accommodate breaks in the day, for students who require this, however most students are often left walking the halls, and do not have the skills to self-regulate, so the break does not help - you only end up taking that anxiety with you.

Skip the science and go straight to the framework

The Science of Emotions

Scientific research widely supports that emotional dysregulation, particularly during high stress or anxiety, involves a breakdown in the connection between two main areas of the brain; the frontal lobe and the limbic region.

• The prefrontal cortex (PFC) - the very front part of the frontal lobe of the brain, is a key brain region for higher cognitive functions like learning, working memory, and planning. It is also is the "brake" or "executive control center" that helps to regulate emotions, making rational decisions, and controlling impulses.

• The limbic brain, which is deep in the middle of the brain between the cerebrum and brainstem, contains the amygdala that is responsible for processing emotions and triggering the "fight or flight" response. During emotional dysregulation the amygdala becomes hyperactive, while the PFC, which regulates emotional responses, fails to slow down the amygdala responses. Normally, the PFC communicates with the amygdala to help manage emotional responses.

Self-regulation is the ability to control one’s emotional reactions (Akeren, 2025), and students can be encouraged to engage in some form of emotional regulation practice (e.g. mindful meditation, box breathing) to develop self-regulation (Burgess, K, n.d.). 

Source: https://www.simplypsychology.org/anatomy-of-the-brain.html

In my Executive Functioning & Neurodiversity coaching, I aim to work with young students (K-12), who need support in all areas of their executive functioning in a 1-1 or small group setting. EF coaching teaches students how to learn these key ‘executive skills’, by developing systems and habits to enable the students to demonstrate their knowledge more effectively. Emotional regulation is one skill that everyone can learn and benefit from, and when the brain is in a calm state, learning is more achievable.

The criteria for the visual guide to practice ‘taking a break’:

• Simple to remember sequence for all students to build a habit of self-regulation

• A way to practice deep breathing exercises, to calm the body and brain

• Build self-awareness and resilience

• Specific steps are evidence based and backed by research

Solution 

I created a simple 2-sided flash-card style learning guide, using explicit instructions, to allow the student to follow simple steps to take a break and specifically focus on regulating their emotional state. (Greene, n.d.). I incorporated the mnemonic strategy of chunking to support memory recall and make learning more efficient. (Pedersen, 2022).

Rationale for the Design

I recently learnt that when you are stressed, taking a break, sitting down quietly for a few minutes and simply drinking some water and having a small snack, helps the brain perform its many tasks more effectively. (Amen Clinic, 2024). 

When researching instructional principles and cognitive theory for students with LD, I found that mnemonics and multimedia (i.e. using text and visuals as a means to organize information) work as a support tool for learning, to help reduce intrinsic cognitive load in students with LD (Radović, 2019). 

With my vision of a visual instructional accommodation guide (Matheson & Hutchinson, n.d.), available for students to ‘take a break’, I turned this concept into a 3 step process, using simple words that started with the letter S; thus creating the Sit, Sip, Snack routine. 

Taking notes from my course, I looked at how this could be integrated in a learning environment for younger students with LD, who may require explicit instructions, and added Stop, at the beginning; to have them shift focus away from what they were doing or feeling. 

I wanted this guide to include a deep breathing exercise as a form of regulating the nervous system, which I researched during the course and in my recent mindfulness meditation teacher training, and thus Soothe was added to the end - resulting in the 5 step process.

Using the common theme of taking a break - “Let’s Take 5”, and combining the work of Dr. Peg Dawson and her theory of taking 5 minutes to implement good habits, (Dawson, 2024), the steps and breathing exercise are therefore short in nature, and should take no longer than 5 minutes to complete. I chose 5 breaths in this guide, not only to keep within the theme of 5, but to aid in a quick recall for established students, who can count each slow breath discretely on their 5 fingers. 

The guide template can be customized for the student, printed on both sides of paper, and laminated. By connecting it to something familiar or relating it to their special interests, young children with ADHD often respond better, which in turn increases engagement and focus on the topic. The simple layout and wording of this example was specifically geared to younger students. 

This is for students as a lesson on self-regulation, or provide this if a student is dysregulated and we need to pivot, as a way to have them follow the steps without adding to their cognitive load. I would also employ consistent practice, as repetition is key to ensure the student learns the steps, and develop stronger neural pathways in the brain as discussed in Module 1.  

Evidence-Based Framework of my 5 Step Self-Regulation Process 

STOP

• Amen Clinics states that when learning a new skill “taking ‘micro-breaks’ throughout the day prevents a stressed brain and has been correlated with better attention and performance”. (Amen Clinic, 2024). Research conducted by the National Institute of Neurological Disorders and Stroke (NINDS) found that “resting, early and often, may be just as critical to learning as practice”. (NIH, 2019).

SIT

• Simply finding a comfortable place to sit down helps your body and mind shift gears from activity to rest. (Serrano, 2024). Sitting still can help us physically slow down and allows the body and brain to calm down, by slowing the heart rate, and stimulating the parasympathetic nervous system (Tartakovsky, 2022).

SNACK

• The brain is an energy-intensive organ, using around 20 percent of the body’s calories, in the form of glucose. (Burgess, L. 2023). To combat declining glucose, our brains go into stress response, and our bodies release adrenaline which then switches us into flight-or-fight mode. By eating a small healthy snack, something brain nourishing like fruit, nuts, or yogurt, you can refuel and reset your brain (Allot, 2024). 

SIP

• The brain is approximately 85% water, and requires water to maintain cell structure, support neuronal function, produce neurotransmitters and hormones, and facilitate nutrient transport. When dehydrated, the electrolytes that regulate cognitive function can impact executive functioning skills. Dehydration is also linked to an increase in the stress hormone cortisol, and in turn a decline in the feel good neurotransmitters, dopamine, serotonin, oxytocin. (Cleveland Clinic, 2025). Therefore, staying hydrated by drinking some water or juice, can help you feel less stressed and think more clearly. 

SOOTHE

• Breathing is controlled by the nervous system, and when you are in a stress response, breathing can become shallow and trigger anxiety. A recent meta-analysis review of research studies found the most common breathing practice used as an intervention for stress and anxiety is deep slow breathing, (Bentley et al, 2023) and is most effective when human-guided over multiple sessions or with long term practice. 

• The student is prompted to turn the guide over and follow the deep slow breathing exercise, by tracing the shape with their finger while coordinating their breath to the movement up and down 5 times. I chose a fun ‘finger tracing’ design for students that are new to this practice, as a novel way to engage and maintain focus. (Module 2, Presentation 2.2). 

• It is important to note the use of the word Pause versus Hold, in the guided breathing exercise. A pause is the act of brief interruption, is often mindful and emphasizes calm, which improves emotional regulation. If we ask a student to hold their breath, this is the physical action of stopping breathing often associated with the stress response, which we are trying to move away from here. 

At the end of the breathing practice, there is another S for Smile, to encourage smiling, as research shows it stimulates the amygdala to release neuropeptides which fight off stress, and the natural feel-good neurotransmitters of endorphins, dopamine, and serotonin, which can relax your body. (Riggio, 2012). At the end of the practice, I would engage the student in using their Senses and describe how they feel in their body with their emotions or thoughts, what they learnt by the practice, to promote self-awareness and metacognitive skills. (Price-Mitchell, 2015). 

Key Take-Aways

1. This guide introduces the student to simple evidence-based practices to support self-regulation of their emotions, by taking an intentional 5 minute break; to hydrate and refuel the body and brain, and practice a slow breathing exercise to regulate the nervous system and lower the body's stress response. 

2. When practiced often, and when emotionally dysregulated, this guide could help students develop self-regulation and resilience. Individuals with developed self-regulation skills tend to be more flexible and resilient in the face of stressful situations. (Akeren, 2025). 

3. Breathing practices, when used in isolation, have the advantage of being universally accessible, scalable, and cost-free, making them an ideal practice to teach. Once established they can be used anywhere, in any situation. 

4. The inclusive instructional design of this guide using multimedia and mnemonics, has also been shown to improve focus, reduce cognitive load and improve working memory in students with LD, and/or ADHD. 

“Wakeful rest plays just as important a role as practice in learning a new skill. It appears to be the period when our brains compress and consolidate memories of what we just practiced” - Leonardo G. Cohen, M.D. (NIH, 2021).

References

Brown, T. Ph.D. (2008, February). Describing Six Aspects of a Complex Syndrome. CHADD.

Akeren İ, Çelik E, Yayla İE, Özgöl M. (2025, March 30). The Effect of Self-Regulation on the Need for Psychological Help Through Happiness, Resilience, Problem Solving, Self-Efficacy, and Adjustment: A Parallel Mediation Study in Adolescent Groups. Children (Basel). 12(4). 445. doi.org/10.3390/children12040445

Hassan, M.H., Wahed, W.J.E., Wardi, R.W., Abdullah, M.H, Isa, B., Ahmad, M.F. (2022, November 25). “Help me help you”: Designing Visual Teaching Tools for The Autism Spectrum Disorder (ASD) Children. International Journal of Art & Design (IJAD), 7(1). 106-117. https://doi.org/10.24191/ijad.v6i2.1152  

Ismail, N. Dr. (2021, January 18). Understanding and countering the effects of stress on your brain and your mental health. University Of Ottawa. https://www.uottawa.ca/en/news-all/understanding-and-countering-effects-stress-your-brain-and-your-mental-health 

Burgess, K, (n.d.). Mindfulness in the Classroom. LD Online. https://www.ldonline.org/ld-topics/teaching-instruction/mindfulness-classroom 

Greene, K (n.d.). What is explicit instruction?. Understood. https://www.understood.org/en/articles/what-is-explicit-instruction 

Pedersen, T. (2022, March 31). Memory and Mnemonic Devices.  Psych Central. https://psychcentral.com/lib/memory-and-mnemonic-devices 

Amen Clinics. (2024, August 17). Cognitive Rest: 4 Reasons Why Your Brain Needs a Break. Amen Clinics. https://www.amenclinics.com/blog/cognitive-rest-4-reasons-why-your-brain-needs-a-break/ 

Dawson, P. (2024, October 27). Peg’s Take on the ‘Perfect’ Intervention for Executive Skill Difficulties. Just One Thing For Parents with Dr Bettina Hohnen.  [Video]. YouTube. https://www.youtube.com/watch?v=GCpINbjTW0M&t=2s  

Radović T, Manzey D. (2019, November 5). The Impact of a Mnemonic Acronym on Learning and Performing a Procedural Task and Its Resilience Toward Interruptions. Frontiers of Psychology, Volume 10.  https://doi.org/10.3389/fpsyg.2019.02522 

Matheson, I., & Hutchinson, N, Dr. (n.d.). Working Memory and Cognitive Load. LD at School. https://www.ldatschool.ca/working-memory-and-cognitive-load/ 

Bakken, J.P. (July 28, 2017). Mnemonic Strategies: Helping Students with Intellectual and Developmental Disabilities Remember Important Information. Global Journal of Intellectual & Developmental Disabilities. 2(3): 555587

Serrano, J. F. (2024, June 29).  Lie down, sit still, take a break: Your brain needs a rest. The Washington Post. https://www.washingtonpost.com/wellness/2024/06/29/brain-rest-zoom-breaks/ 

Tartakovsky, M. MS. (2022, July 5). The Power in Being Still and How to Practice Stillness. Psych Central. https://psychcentral.com/blog/the-power-in-being-still-how-to-practice-stillness

Burgess, L. (2023, March 23). 12 foods to boost brain function. Medical News today. https://www.medicalnewstoday.com/articles/324044 

Allot, K., ND. MS. (2024, September 4). The Link Between Food and Emotion Dysregulation. Praxis. https://www.praxiscet.com/posts/link-food-emotional-dysregulation/ 

National Institutes of Health (NIH). (2021, June 8). Study shows how taking short breaks may help our brains learn new skills. https://www.nih.gov/news-events/news-releases/study-shows-how-taking-short-breaks-may-help-our-brains-learn-new-skills 

National Institutes of Health (NIH). (2019, April 12). Want to learn a new skill? Take some short breaks. https://www.nih.gov/news-events/news-releases/want-learn-new-skill-take-some-short-breaks 

Cleveland Clinic. (2025, March 28). Dehydration and Mental Health: What’s the Connection?. Cleveland Clinic Health Essentials. https://health.clevelandclinic.org/dehydration-and-affect-on-mental-health 

Bentley TGK, D'Andrea-Penna G, Rakic M, Arce N, LaFaille M, Berman R, Cooley K, Sprimont P. (2023, November 21). Breathing Practices for Stress and Anxiety Reduction: Conceptual Framework of Implementation Guidelines Based on a Systematic Review of the Published Literature. Brain Science. 13(12). 1612. doi.org/10.3390/brainsci13121612  

Riggio, R. E. Ph.D. (2012, June 25). There’s Magic in Your Smile. How smiling affects your brain. Psychology Today. https://www.psychologytoday.com/us/blog/cutting-edge-leadership/201206/there-s-magic-in-your-smile 

Price-Mitchell, M. (2015, April 7). Metacognition: Nurturing Self-Awareness in the Classroom. Edutopia. https://www.edutopia.org/blog/8-pathways-metacognition-in-classroom-marilyn-price-mitchell

Szarota, P. (2011, October). Smiling and happiness in cultural perspective. Austral-Asian Journal of Cancer. 10(4). 277-282.