By a Self-Reg Foundations Certificate Program student
Over the past six weeks, I have been exploring self-regulation through the Foundations Program in a way that genuinely surprised me. I found myself deeply engaged in the studies, even looking forward to the moment each week when I could sit down and focus on them. That time became an opportunity to dedicate attention to myself, both personally and professionally. Reflecting on this experience, I can identify several key takeaways.
Understanding stress through a biological lens
One of the most important learnings was developing a deeper understanding of stress from a biological perspective. I found it extremely valuable to connect what happens in our bodies with how it affects our emotions and behaviours. Learning about the hypothalamus, the interbrain, cortisol, oxytocin, and their roles in our stress response was particularly interesting. By better understanding how stress affects our system, we become more capable of identifying the signs and reactions we experience when we are stressed. Only with this awareness is it possible to reframe situations and intentionally choose actions that promote relaxation rather than further overstimulation.
Shifting from “misbehaviour” to stress behaviour
Another significant takeaway was the shift in perspective from viewing certain actions as misbehaviour to recognizing them as stress behaviour. During this learning process, I realized that one of my students was exhibiting stress-related behaviour, which I had previously interpreted only as misbehaviour. As I began to notice additional signs, I understood that my initial interpretation was incorrect, and I reflected critically on how my responses may have unintentionally increased his stress. Since then, we have started working closely with his family to help him navigate the challenges he is facing with classmates, which were a major source of stress for him. This new understanding allowed me to change my perspective and respond more appropriately to his needs.
Learning to pause and ask “why” and “why now?”
Finally, an idea that strongly resonated with me was the practice of asking “why” and “why now?” in challenging situations. As a teacher, many things happen simultaneously, making it difficult to pause before reacting. However, I am consciously beginning to apply this approach and hope it will lead to better outcomes, such as stronger connections with my students and the creation of a safer, more supportive environment. While I believed I was already providing this, this year in particular has presented many individual cases that became stressors for me as well. Through this learning, I now recognize these challenges more clearly and feel better equipped to work on my own self-regulation moving forward.
A final reflection
Looking back on these six weeks, I’m leaving with clearer language for what I’ve been experiencing and seeing in others: stress has a biological foundation, behaviour can be a signal of stress, and asking “why” and “why now?” can shift how I respond in the moment. I hope this will lead to stronger connections with my students and a safer, more supportive environment. I also feel better equipped to work on my own self-regulation moving forward.
