Self-regulation is a multifaceted construct involving dynamicinteractions between cognitive, emotional, sensory, and behaviouralprocesses in response toenvironmental demands. It begins ininfancy and is shaped by personal and contextual factors. Strongself-regulation skills are linked to academic success, mental health,and social participation. Occupational therapists are uniquelypositioned to supportself-regulation through neuro-affirmative,occupation-based approaches that consider the person-environment–occupation fit. For neurodivergent children,collaborative interventions with caregivers are essential, enablingco-regulation and multi-therapeuticstrategies such as coaching. Thisworkshop explores the neuroscience of self-regulation to informeffective, evidence-based practice across diverse settings.

• Explore the neuroscience that supports self-regulation skill development
• Identify why an individualised approach that address the person-environment–occupation fit and embeds connection and relationships is essential to support the development of self-regulation skills.
• Explore the evidence for movement-oriented and cognitive approaches to self-regulation for neurodivergent children and adolescents.