Creating a Culture of Regulation – Building Staff and Student Resilience Through Co-Regulation

MSAA Professional Development Workshop for Teachers and All Educators 

Creating a Culture of Regulation – Building Staff and Student Resilience Through Co-Regulation

Schools today are navigating a growing mental health crisis among both students and educators. Community-based settings, particularly educational environments, are struggling to attract and retain staff, as stress, burnout, and emotional exhaustion continue to rise. At the same time, students are exhibiting increased behavioral and emotional challenges, placing additional strain on systems already stretched thin. According to 2023 data, 87% of teachers believe the pandemic negatively impacted students’ social-emotional development, and 90% report experiencing burnout themselves. These alarming statistics point to a critical need: we must equip schools with strategies that support emotional well-being at every level—beginning with co-regulation.

This workshop focuses on co-regulation , the process where adults help students manage their emotions, behaviors, and stress. When adults remain calm and present, they model and reinforce the skills students need to eventually self-regulate. This workshop emphasizes that co-regulation starts with adult self-regulation and requires a school-wide approach, including predictable routines, trust, and responsive leadership. We'll explore the neuroscience of stress and dysregulation, learning how schools can intentionally foster emotional safety and resilience for all members of the community.

Participants will:

·         Understand the neuroscience behind stress, regulation, and the impact of dysregulation on learning and behavior

·         Define and differentiate co-regulation and self-regulation, and recognize their roles in supporting student development

·         Identify strategies to strengthen their own self-regulation to model and promote emotional stability in the classroom

·         Develop actionable plans to foster a school culture that supports consistent co-regulation practices among staff and students

When: Thursday, November 06, 2025, from 8:30 am to 11:30 am

Delivery Method: In-Person Workshop

Location: The MSAA Office, 33 Forge Parkway, Franklin, MA

Presenters: Tara K. Rossi, Edward G. Molin Upper Elementary

  Erin R. Rich, MSOT, OTR, OT - Lesley University

PD Hours: 3 in Content Area Safe and Supportive Learning Environments

Fees: Member $150 / Non-Member $205

MSAA Contact: Ethel Kawesa, ekawesa@msaa.net 

Tara K. Rossi | Edward G. Molin Upper Elementary

Tara K. Rossi is a veteran educator and transformative school leader with over 30 years of experience across urban, rural, and suburban districts, serving students from pre-K through high school. Now in her 14th year as Principal in Newburyport, MA, Tara brings deep expertise in creating trauma-sensitive schools, cultivating trust among staff, and building joyful, resilient school cultures that support both students and educators. With 22 years in administration, Tara is known for her innovative, “outside-the-box” approach to problem-solving, her ability to mentor and inspire teachers and school leaders, and her commitment to equity and well-being. She is certified in Trauma and Learning through Lesley University and has spent the last 8 years as an adjunct faculty member, teaching educators how to translate trauma-informed practices into real-world classroom strategies. Tara is also a skilled facilitator in implementing PBIS (Positive Behavioral Interventions and Supports) and integrating social-emotional learning into schoolwide systems. Her work centers on empowering school communities to thrive by fostering safe, connected, and energized environments where students and staff alike can grow.

Erin Rich | Lesley University 
Erin Rich is a seasoned school-based Occupational Therapist and a graduate instructor at Lesley University, specializing in trauma and learning within educational systems. With over 20 years of experience in school-based practice and leadership across civic, educational, and healthcare settings, Erin is deeply committed to fostering inclusive and supportive learning environments. Her professional passions include community engagement, promoting resilience and self-sufficiency, supporting neurodiversity, and addressing the impact of trauma on student learning and development.