Lindsey Frank, M.Ed.
Coalition of Schools Educating Mindfully (COSEM) President
Co-Creator of COSEM's Mindfulness-Based SEL (MBSEL) Micro-Credential Program, MBSEL Specialist, MBSEL Program Instructor, and MBSEL Mentor

Emotional Regulation is a powerful mindset reframe that shifts from solely managing and coping with emotions (a reactive approach) to cultivating an ongoing regulated emotional ecosystem (a proactive approach). We need both kinds of approaches; however, when our regulation turns into resilience, how we receive and respond to an emotionally activating experience shifts how the experience unfolds, reduces clouded reactivity, and lessens the internal stress impact.
The Coalition of Schools Educating Mindfully (COSEM) Mindfulness-Based Social and Emotional Learning (MBSEL) Skill Progression identifies Mindful Self-Regulation as one of the core four skills. The MBSEL Skill Progression states that, “Mindful Self-Regulation expands from identifying and managing emotions, thoughts, and behaviors into integrating proactive practices to regulate the nervous system. This increases intentional responses to unexpected and emotionally charged experiences, strengthens resilience, and invites the opportunity for co-regulation with others.” (MBSEL Skill Progression). Research has shown benefits from proactive emotional regulation including reducing stress, enhancing overall mental health, and improving mindful decision-making (CDC, 2024; Menefee, D., Ledoux, T., Johnston, C., 2022).
Since educators often experience high levels of burnout and stress, developing these skills can be transformative not only for their own well-being, but also for their students and wider community.
As for leaders, cultivating these skills impacts the entire school environment. When leaders embody Mindful Self-Regulation, they set a powerful example for staff, students, and society by showing that well-being and resilience are priorities. They affirm that an emotionally regulated ecosystem can be developed over time with consistent practice, patience, and embodiment. By embedding these practices as a part of the school culture, leaders help foster and advocate for the seeds of emotional regulation to turn into a garden.
Mindful Self-Regulation sets the groundwork for resilience. By developing an embedded toolbox of emotional regulation practices, educators and leaders can create a balanced emotional landscape that supports both themselves and their learning communities.
The following are invitational practices to personally explore and consider creating and adding to your personal Emotional Regulation Toolbox:
Breath As Anchor: This strategy is included in COSEM’s MBSEL Micro-Credential Program. The practice is pausing to become aware of your breath, allowing it to be exactly as it is. Noticing where the breath is in the body and the path it takes as it enters and leaves. Consider playing a preferred song that supports your nervous system and just breathe for the duration of the song.
Hands As Anchor: This is another featured strategy within COSEM’s MBSEL Micro-Credential Program. Here you place one hand on your heart and one hand on your abdomen. This hand to heart and abdomen alone is a signal to our brain to regulate our nervous system. Consider bringing awareness to the rising and falling movement of the body, the temperature of your hands, or how the breath shifts the movement.
Embedded Movement: Find the moments and avenues throughout the day to embed movement. Examples: if you find yourself sitting at your small group teaching area, instead of having students come to you for their next group, take a quick walk around the classroom perimeter, consider synchronizing your breath with your steps, then have students join you; increase the total physical response strategy as you teach which also improves engagement while moving; include transition movements with your class or staff.
Gratitude Moment: Set a one-minute timer and either say, write, or type anything you are grateful in that moment. This helps keep the thoughts and mindset regulated. (For fun, you can engage students in this Seesaw Learning Practice using one of my children’s books, Big Change, Better You, Beautiful World).
Intestinal Exercises: This is a simple, yet powerful, exercise that can be done sitting or standing. It brings your awareness to your core and also activates your parasympathetic nervous system and vagus nerve. You will pull your abdomen in towards your spine, then push your abdomen out. Repeat this for about 30-60 seconds. Pause, breathe, and notice any changes.
Emotional regulation is rooted in emotional resilience. By intentionally fostering emotional regulation into our daily lives, we empower ourselves, staff, students, and society to welcome challenges with clarity and responsibility rather than reactivity. Let’s commit as a COSEM community to fostering these seeds of emotional regulation, setting a foundation that can grow into lifelong resilience.
Featured companion Mindfulness-Based SEL Lesson Inspiration for COSEM Members: Fostering Seeds of Emotional Regulation
COSEM members, be sure to log into your account before clicking the link so you are taken directly to this resource. Not a member yet and would like to gain access to this resource and more? Consider joining us today or ask your school/district leadership team to invest in a COSEM Group Membership so every staff member has access.

About the Author
Lindsey Frank, M.Ed. is the President of the Coalition of Schools Educating Mindfully (COSEM). She is the co-creator of COSEM's MBSEL Micro-Credential Program, as well as a lead instructor and mentor for the MBSEL program. Lindsey led the COSEM Team in developing the MBSEL Integration Framework and MBSEL Skill Progression that are currently being launched and researched within COSEM (professional publication pending). She was instrumental in developing the Social and Emotional Learning (SEL) Department in her district as the first districtwide Climate and SEL Coach. Lindsey has been in education for over 13 years working with students from early learning through eighth grade in different teaching roles. Her master's degree is in Educational Leadership, she is an MBSEL children’s book author, a special educator, a certified yoga teacher and SEL*f Facilitator through Breathe for Change, learned techniques from Mindful Schools, has her trauma-informed yoga and mindfulness specialty, is a mindfulness and meditation teacher, and is a certified Integrative Transformational Coach. Lindsey developed her company, The Butterfly Within™, to empower educators and leaders as Heart-CenterED Changemakers to create courageous, calm, and connected learning communities and lives.
Connect With Lindsey Frank:
Instagram & X @LindseyFrank88
Facebook @TheButterflyWithin
References
Centers for Disease Control and Prevention. (2024, May 15). About Emotional Well-Being. CDC Emotional Well-Being. Retrieved November 5, 2024, from https://www.cdc.gov/emotional-well-being/about/index.html#:~:text=Benefits%20of%20positive%20emotional%20well%2Dbeing&text=Improved%20mental%20health.,meaning%2C%20and%20purpose%20in%20life.
Menefee, D. S., Ledoux, T., & Johnston, C. A. (2022). The Importance of Emotional Regulation in Mental Health. American journal of lifestyle medicine, 16(1), 28–31. https://doi.org/10.1177/15598276211049771
f