This chapter explores self-regulation, a critical component of effective classroom management and learning. Self-regulation encompasses the ability to modulate behaviour, attention, and emotions in response to internal and external stimuli. It is essential for all students but particularly crucial for those who have experienced trauma. Key tasks for fostering self-regulation include observing and identifying students’ internal states and external triggers, providing explicit teaching on emotional awareness and management, and creating individualised self-regulation programs. Co-regulation by teachers, involving modelling calmness and emotional control, is vital for helping students manage their emotions. Additionally, mitigating external triggers and developing a safe, predictable classroom environment supports students’ ability to self-regulate. The chapter emphasises the importance of understanding trauma’s impact on self-regulation and highlights the need for teacher support structures to maintain emotional well-being and effectiveness in managing dysregulated behaviours. Links to video simulations to illustrate the staged approach in developing self-regulation is included.