Teaching self-regulation skills is beneficial for students of all ages and abilities but is especially impactful for students who have been exposed to trauma and are more likely to lack the skills to self-regulate (Blair & Raver, 2012). When exposed to chronic stress, the neurodevelopment of emotional regulation, reactivity, and executive functioning skills are impeded (Shin et al., 2018). Therefore, students who have exposure to traumatic events may require explicit and intensive support to teach and maintain self-regulation skills.
Self-regulation is beneficial for students with disabilities who have difficulty with self-regulatory processes resulting in poor academic, behavioral, and social outcomes (Schunk & Zimmerman, 2012). While students with learning difficulties and disabilities may have comorbid difficulties across self-regulatory processes, there are known skills that are impacted by certain disabilities.
Source: Hart et al.