Regulated Classroom v Traditional SEL

The Regulated Classroom

Traditional SEL

The Regulated Classroom starts with the educator— establishing a foundation for co-regulation where learning can occur.

Traditional approaches to SEL focus almost exclusively on the student and student behavior management.

The Regulated Classroom acknowledges that not all behavior is a choice. That the fight, flight, or freeze response hardwired into our bodies can situationally block our ability to choose behavior.

Traditional approaches to SEL rely on a student's ability to think rationally, assess a situation, and make choices about their behavior.

The Regulated Classroom is based on tools and practices to restore calm, rational thinking by establishing felt safety.

Traditional approaches to SEL are often curriculum-based, focused on students developing skills to assess situations and then apply learned behaviors.  

The Regulated Classroom is a collection of tools and practices embedded as needed in regular classroom activities and instruction time.

Traditional approaches to SEL commonly include lesson plans presented at scheduled SEL instruction time.

The Regulated Classroom is primarily informed by Polyvagal Theory, the work of Dr. Bruce Perry, and the field of occupational therapy.

Traditional approaches to SEL are primarily informed by the field of cognitive psychology and behaviorism.