Working across a wide range of schools in wellbeing, sport, and group-based programs has revealed a consistent pattern. Many behaviors educators are responding to are not driven by defiance, but by dysregulation. When students are overwhelmed, they are often operating in a heightened stress state where their ability to think clearly, learn, and respond appropriately is significantly reduced. This session supports educators to shift from reactive responses to a regulation-first approach. It explores how to recognise when a student is in a sympathetic “fight, flight, or freeze” state, and how to support them in transitioning into a calmer, more receptive state where learning can occur. The session begins with a short guided breathwork experience, allowing participants to feel this shift in real time before applying it in a school context. A key focus is equipping educators with practical individual and co-regulation tools. Participants will learn how their tone, pace, and presence directly influence student state, and how to use this intentionally to reduce escalation and support re-engagement. Movement and play are introduced as powerful, practical regulation strategies. Through simple rhythm, clapping, and movement-based activities, educators will experience how these approaches can regulate nervous system states in ways that are engaging, low-pressure, and effective across different year levels. Drawing on real-world experience across school settings, this session provides practical strategies that can be implemented immediately. Educators will leave with a clear understanding that when regulation is prioritised first, behaviour, learning, and connection all improve.