This fall, here at The MEHRIT Centre, we are launching a new live online course designed specifically for those who support educators—whether in early years programs, K–12 classrooms, or across entire school systems. If your work involves coaching, guiding, mentoring, or leading others through the challenges of teaching and learning, this course is for you.
Led by Susan Hopkins (EdD), Executive Director of The MEHRIT Centre, each course bridges Self-Reg science with day-to-day practice—helping you move from knowledge to action in a way that’s grounded, relational, and impactful.
And for those looking to go a step further, the course includes an optional Applied Project—a real-world opportunity to apply Self-Reg in your own context. Participants who complete this project will receive a certificate of completion, recognizing their deeper engagement and practical application of the learning. Explore this Early Years offering below!
Supporting Early Years Teams with Self-Reg: Science, Practice, and Co-Regulation
Starting September 16, 2025
Support teams across early years programs have deep expertise. Many already know the science, have strong strategies, and are doing incredible work to guide educators through stress and behaviour challenges.
But having tools and seeing them take root in practice are two different things. Change is hard, especially under pressure. This course is about helping those in support roles bridge that gap—bringing Self-Reg to life in ways that feel doable, relational, and real.
It’s about translating the science of co-regulation into the daily rhythm of early learning programs—through small shifts, shared language, and meaningful connection.
This course, designed for professionals who support early years educators and programs, honours the deep expertise you already bring. It’s not about starting over—it’s about embedding Self-Reg into the practices, programs, and professional learning you’re already leading. It’s about refining the lens, expanding the impact, and responding to stress-driven behaviour—child and adult—with greater precision, clarity, and confidence.
