Other considerations for emotions


Some students with less adaptive emotion regulation skills may engage in behaviours of concern. Consider all student's safety if they experience intense anger, sadness or have meltdowns. 

Relaxation may help students feel calm. Access information and resources to support mindfulness practices.


Students with less adaptive emotion regulation skills may show more behaviours of concern at school such as outbursts, fighting or defiance towards teachers or SLSOs.

Access the behaviour page to help to identify why a student shows behaviours of concern, what they are trying to communicate with their behaviour and which strategies may help support them. 

Encouraging students to improve their problem solving skills may help them manage social, emotional or learning problems. Support students to problem solve using our problem solving guide.


Feelings of low mood and anxiety may be more common in students who experience complicated or challenging emotions regularly. Reappraisal, planning and acceptance may help students manage strong emotions of sadness or worry.

Monitor the wellbeing of students who appear to have sudden or significant changes in their mood, social life or school engagement. Support for students’ wellbeing may include school wellbeing staff, the student learning support team or a general practitioner. 

Refer to our anxiety page if a student experiences ongoing worries or anxiety. 


For more information about supporting students when transitioning across education settings, access our transition page.

Post-school transition to adult life should begin as early as possible in school.

Teaching students a variety of skills to regulate emotions can support a student to become independent, resilient and better able to manage the transition

Aim to increase independence by working on organisational, social and problem-solving skills, and time- and self- management skills. Provide plenty of opportunities to practise them across a range of contexts.

It may be helpful to identify skill gaps and develop a support plan to help them be successful (for example, social skills, academic and/or employment skills). 

Alcohol and drugs

Some students with emotion regulation challenges may turn to alcohol or drugs to reduce feelings of low mood or anxiety. These students may benefit from referral to external support agencies such as HeadSpace. The Learning and Support team can provide support. 

Other co-occuring conditions

Students with emotion regulation challenges may also have behaviours of concern, or challenges with attention, social skills or anxiety. Some students may also be on the autism spectrum or experience oppositional defiant disorder, or intellectual disability. 

Refer to understanding disability page or common needs page to help support the student.