“You Can’t Teach a Dysregulated Child”: Why Self-Regulation Needs to Be the Priority, Not the Add-On

If you’re a Yorkshire school searching for SEN support, looking for emotional regulation training, or exploring whole-school wellbeing strategies that actually

work, this is for you.

If you’ve ever tried to teach maths to a child mid-meltdown, you’ll know the truth of it.

You can’t teach a dysregulated child.  Not because they’re “naughty.” Not because they don’t care. But because their nervous system is in survival mode, and in that moment, learning isn’t just hard. It’s impossible.

And yet, across classrooms in Yorkshire and beyond, we’re still asking anxious, overwhelmed children to just “focus” and “behave” without giving them the tools to do so.

Let’s change that.

What’s really going on beneath the behaviour?

When a child is dysregulated - fidgeting, shouting out, zoning out, or constantly asking to leave the room - it’s easy to reach for behaviour charts or sanctions. But what if the behaviour is the symptom, not the cause?

The truth is: anxiety and trauma show up in the body. And our classrooms are full of children who are not defiant… but dysregulated.

These pupils aren’t always on the SEN register. They’re not the loudest. But they’re struggling. They need strategies, not punishments.

So what actually helps?

Regulation tools that work in real time. Not theory. Not tick-box CPD. Just simple, doable strategies staff can use in the moment with real kids in real classrooms.

Think:

• Breathwork that doesn’t feel “woo”

• Grounding movements that work in uniform

• Mindful pauses that don’t take half a lesson

• Co-regulation techniques that start with the adult

Why regulation matters now more than ever

Anxiety is rising in schools. So are attendance issues, classroom incidents, and staff burnout.

And while mental health support services are overstretched, schools are expected to hold it all - with no extra capacity.

What’s needed isn’t more control. It’s more calm.

Because when children feel safe - really safe - they can learn, connect, and thrive.

And when staff feel equipped, they can respond with confidence instead of overwhelm.

A Yorkshire-based approach that gets it

At The School Yoga Project, we specialise in trauma-aware regulation tools for schools… without the fluff, jargon, or extra workload.

We work with:

• Primary schools across Yorkshire (including Hull, Beverley, York, and the Wolds)

• Inclusion leads, SENCOs, PSHE teams, and SLT

• All pupils but especially those in KS2 struggling with anxiety, regulation, or emotional overwhelm

Our work is grounded in real classroom life, and always designed to fit your day, not disrupt it.

What we offer:

• Custom CPD & Inset workshops - flexible and tailored for your school: Understand what dysregulation really is, and leave with tools you can use the very next day.

• 6-week KS2 pupil programmes: Small group sessions that build regulation, self-awareness, and resilience.

• Whole-school partnerships: Support to embed a calm, consistent, and connected approach to wellbeing.

And no - you don’t need mats, candles, or an extra room.

You just need a willingness to start small… and the belief that calmer classrooms are possible.

Schools we work with see:

• Calmer classrooms

• Staff who feel more confident supporting tricky moments

• Pupils using breathing strategies before tests or when emotions run high

• A whole-school culture that moves from firefighting… to foundations that hold

Because regulation isn't fluff. It’s strategy. And it changes everything.

Want to explore what this could look like in your school?

Based in Yorkshire. Real training. Real tools. Real impact.

Interested in learning more? Let's chat. I offer a free initial consultation (online or in person) to explore how The School Yoga Project can support your school.