Teacher Regulation Isn’t Selfish—It’s Transformational
We need to change the narrative around what it means to be a “good” teacher.
For too long, the image of the self-sacrificing educator—working through illness, skipping lunch, staying late, and absorbing everyone else’s emotional burdens—has been glorified. But selflessness that leads to mental exhaustion, burnout, and illness is not a badge of honour. It’s a warning sign. Instead, we must begin to celebrate teachers who take mental health days, who pause for lunch, who prioritise rest and regulation. Because when teachers are well, students thrive.
Why Regulation Matters
Taking responsibility for your own regulation isn’t selfish—it’s strategic. It’s a choice that benefits both you and your students. Neuroscience research continues to affirm that a regulated teacher creates a regulated classroom. When educators are calm, present, and emotionally attuned, students respond with increased engagement, improved behaviour, and deeper connection.
Dr. Bruce Perry, in Part 4 of his Neurosequential Model video series, explains:
“When the teacher, who is the leader of the classroom, is dysregulated, overwhelmed, exhausted, or frustrated, their cortex shuts down, making it difficult for them to effectively teach students.”
His research shows that when schools support teacher regulation—through breaks, supervision, and emotional respite—student cognitive and behavioural outcomes improve dramatically.
The Power of Co-Regulation
Dr. Lori Desautels, in her book Connections Over Compliance, shares some eye-opening insights about how our brains respond to stress—especially in the classroom. She explains that when adults are calm and regulated, it helps children feel safe and settled too.
Kids who struggle with behaviour often get met with punishment or reactive discipline, which can actually make things worse by triggering their stress response. Instead, Lori encourages us to flip the script: when teachers and adults take care of their own emotional state first, they’re better able to support students through connection, not control.
Systemic Benefits of Teacher Wellbeing
Promoting a culture that prioritises teacher mental health and rest isn’t just good for individuals—it’s good for schools. The benefits include:
✅ Reduced absenteeism
✅ Better retention rates
✅ Improved teacher–student relationships
✅ Increased creativity and job satisfaction
Yet, many education systems still fail to actively promote collective wellbeing. Teachers are left to navigate emotional overload without structured support. That’s why it’s crucial to be proactive. Prioritising your own wellbeing is not indulgent—it’s essential.
A Call to Reframe
We must reframe what it means to be a “good” teacher. Not the martyr, but the regulated, reflective professional who knows that wellbeing is foundational to impact. When teachers are supported to regulate, reflect, and rest, the ripple effects reach every corner of the classroom—and beyond.
So let’s start celebrating the teacher who takes a breath. Who steps outside for five minutes. Who chooses to regulate before reacting. Because that teacher is not only protecting their own wellbeing—they’re shaping the emotional climate of the entire learning environment.
Ready to become a more Regulated Teacher?
If you’re feeling the weight of emotional exhaustion, reactive classrooms, or the pressure to always “hold it together”, it’s time to shift the narrative. Regulation isn’t a luxury - it’s a necessity for sustainable teaching and thriving students.
My book, Teacher Wellbeing Transformed, is your companion on this journey. It offers practical strategies, neuroscience-informed insights, and compassionate reflections to help you reconnect with your nervous system, reclaim your energy, and reimagine what it means to be a “good” teacher.
Reference: Desautels, L. (2020). Connections over compliance: Rewiring our perceptions of discipline. Revelations in Education