ABSTRACT
Given what neuroscience teaches us about the effects of stress on our nervous system, our emotions, cognitive functioning, and behaviors, it could be argued that this chapter should have been positioned at the beginning of this resource. Working with anxious and traumatized students undoubtedly places added stress on teachers in an environment that is, by its nature, stressful. The rationale for positioning this chapter here is that the information provided throughout the resource provides a stronger argument for the importance of self-care as it relates to resilience, sustained effectiveness, and the optimization of the learning experience for students. It is well established that the most resilient and effective teachers are those who themselves are regulated and engage in practices that help them manage the stressors they face every day. Teachers who practice self-regulation/self-care are also far more consistently proactive than reactive to the challenges that students and our educational system present.
