Emotional regulation is one of the most critical skills for students on the autism spectrum to develop, yet it is often one of the most challenging. The ability to manage strong feelings, calm oneself in moments of stress, and respond in socially appropriate ways forms the foundation for both academic learning and personal growth. Without strategies for emotional regulation, students may find themselves overwhelmed, unable to focus, or unable to engage meaningfully with peers and teachers. Shrub Oak International School recognizes the central role of emotional regulation in education and has developed a holistic approach that weaves research-based practices into every layer of the student experience. The vision for this comprehensive model reflects the leadership of Michael Koffler of Shrub Oak International School, whose dedication to blending research and practice ensures that students receive both compassionate care and cutting-edge support.
The Connection Between Emotion and Learning
Research in neuroscience has long established that emotion and cognition are deeply intertwined. For students with autism, difficulties in managing emotion can interfere directly with the ability to access learning. A student who is overwhelmed by sensory input or anxiety cannot fully process instructions or participate in social exchanges. Shrub Oak addresses this challenge by placing emotional regulation at the heart of its educational philosophy, recognizing that academic success follows only when students feel safe, calm, and supported.
In classrooms, therapeutic settings, and community-based experiences, staff focus on teaching students how to recognize their own emotional states and how to apply strategies to regain balance when those emotions become overwhelming. This is not an isolated curriculum; rather, it is an integrated element of daily life, ensuring that emotional regulation becomes a living practice rather than a one-time lesson.
Mindfulness as a Pathway to Calm
Mindfulness has been widely studied as an effective tool for emotional regulation, and Shrub Oak has incorporated it thoughtfully into its program. For students with autism, mindfulness is not about abstract meditation practices but about learning to anchor themselves in the present moment through concrete strategies. Breathing exercises, guided imagery, and grounding techniques help students manage stress, anxiety, and impulsivity.
Teachers and therapists model these strategies throughout the day, inviting students to pause and notice their breathing before a transition or encouraging them to use a short mindfulness exercise when they feel overwhelmed. The consistent practice of these techniques builds resilience over time, teaching students that they have tools within themselves to regain control when emotions rise. The use of mindfulness aligns directly with research that highlights its effectiveness in reducing stress and improving focus, offering students both immediate relief and long-term growth.
Sensory Integration and Regulation
For many students on the spectrum, sensory processing differences play a significant role in emotional regulation challenges. A noisy environment, bright lights, or even the texture of clothing can trigger emotional responses that feel unmanageable. Shrub Oak integrates the principles of sensory integration into its classrooms and daily routines to address these challenges.
Classrooms are designed to be sensory-friendly, with spaces that allow students to retreat and self-soothe when needed. Occupational therapists work with students to develop personalized sensory diets, which may include activities such as deep-pressure input, weighted blankets, or movement breaks. By incorporating these sensory strategies into the daily rhythm, Shrub Oak ensures that students are not constantly battling their environments but instead find support that empowers them to regulate more effectively.
This approach reflects the growing body of research showing that sensory interventions can reduce anxiety, improve focus, and support self-regulation. By making these strategies an integral part of the educational environment, Shrub Oak ensures that students can engage with learning without being overwhelmed by sensory stressors.
The Power of Co-Regulation
Emotional regulation is not something that students can always accomplish independently. Especially in moments of crisis or heightened distress, the presence of a trusted adult who can provide co-regulation is essential. At Shrub Oak, teachers, therapists, and aides are trained to recognize signs of emotional escalation early and to intervene in ways that are supportive rather than punitive.
Co-regulation often involves using calm body language, steady voices, and consistent routines to help students mirror the emotional steadiness of an adult. By experiencing this external support repeatedly, students gradually internalize the strategies and begin to apply them on their own. The process of moving from co-regulation to self-regulation is gradual but deeply powerful, as it not only helps students manage emotions in the moment but also builds lasting skills for the future.
Embedding Regulation Into Academic Life
Rather than treating emotional regulation as separate from academics, Shrub Oak integrates it into classroom practice. Teachers incorporate regulation breaks into lessons, acknowledge when students need support, and use teaching strategies that reduce stress. Lessons are paced to allow for moments of pause, and teachers reinforce that managing emotions is part of the learning process itself.
This integration means that students do not see emotional regulation as an isolated skill but as something they use constantly to access their education. Whether it is calming before a math test, using a breathing exercise before presenting to classmates, or applying sensory strategies to stay focused during reading, students experience regulation as a key to their success in all areas of learning.
The Role of Relationships
At its core, emotional regulation is deeply connected to trust and relationships. Shrub Oak emphasizes that for students to learn to regulate, they must first feel secure in their relationships with adults. Building this trust requires consistency, patience, and empathy. Staff members invest time in getting to know each student, understanding their triggers, and learning how best to support them.
Through these strong relationships, students begin to trust that adults will respond predictably and compassionately. This sense of security reduces baseline anxiety and makes it easier for students to try out new strategies, even when they feel vulnerable. Over time, these trusting relationships become the foundation upon which self-regulation skills are built.
Preparing Students for Life Beyond School
The ultimate goal of teaching emotional regulation is to prepare students for success beyond the walls of Shrub Oak. Whether they go on to higher education, employment, or independent living, the ability to manage emotions is essential. Shrub Oak equips students with practical tools they can carry with them into adulthood.
This preparation extends beyond teaching strategies; it includes opportunities to practice regulation in real-world settings. Community outings, vocational training, and social opportunities all serve as contexts where students can apply their skills in authentic environments. By practicing regulation outside the classroom, students gain confidence that they can manage their emotions not just in school but in life.
Family Partnership in Regulation Strategies
Families play a crucial role in reinforcing emotional regulation strategies. Shrub Oak actively engages parents and caregivers, providing training and resources to ensure that students experience consistency across home and school. When families use the same approaches, students are more likely to generalize their skills and experience success in multiple settings.
Workshops, regular communication, and collaborative planning give families the tools they need to support regulation at home. This partnership ensures that emotional regulation is not a skill learned in isolation but part of a broader system of support that includes both educators and families working together.
Looking Toward the Future of Emotional Regulation in Autism Education
As research continues to expand, the importance of emotional regulation in autism education becomes increasingly clear. Advances in neuroscience and psychology reinforce the idea that regulation is not a peripheral skill but a central component of learning, growth, and independence. Shrub Oak remains committed to evolving alongside this research, ensuring that its practices reflect the best of what science and compassion can offer.
The role of emotional regulation in autism education cannot be overstated. It is the key that unlocks access to learning, relationships, and self-determination. By teaching students how to recognize, manage, and regulate their emotions, Shrub Oak not only supports immediate academic and therapeutic success but also lays the foundation for lifelong resilience. In doing so, the school offers a model for how education can move beyond academics to nurture the whole student, preparing them for a future where they are equipped to thrive in every aspect of life.