Teachers’ perceptions of a school-wide approach to teaching self-regulation skills

Literature suggests that students growing up in low socio-economic circumstances, especially those who have experienced trauma at home, often struggle with dysregulation. The purpose of this research study was to gain a deeper understanding of teachers’ perceptions of self-regulation and their early perceptions of a SWA to teaching SRS. The perceptions of five participants were explored through semi-structured interviews. Qualitative analysis of the data revealed three factors that teachers perceived as affecting students’ ability to self-regulate in a school context: their home and classroom environment, physical and emotional factors, and social factors. For the school-wide approach to be successful, the participants agreed on three essential factors: consistency among staff and between home and school; strong relationships between staff, students, and peers, and incorporating meaningful lessons to increase buy-in from stakeholders. The study also suggested that teachers were already using various teaching practices to support dysregulated students, which could be leveraged to enhance the school-wide self-regulation program. Overall, this research contributes to the understanding of the implementation of self-regulation strategies in schools and provides insights for improving its effectiveness.self-regulationdysregulationschool-wide approachconsistencyrelationship