Help Students Reflect, Reset, and Recharge

Learning involves both intellect and emotion. Neurodiverse learners and many others benefit from intentional pauses to reflect and self-regulate. Supporting emotional capacity builds resilience, empathy, and a sense of safety that fuels deeper learning.

Do one thing

Choose one way to allow your students to reflect, reset, and recharge.  

• Open or close class with a one-minute reflection (“What’s one insight or challenge from today?”).
• Normalize the challenge by sharing how you work through uncertainty or frustration.
• Incorporate brief mindfulness or stretch breaks to reset attention.
• Offer “quiet reflection” or asynchronous options for students who prefer less sensory or social stimulation.
• Use optional “temperature check” or journal prompts to invite self-awareness.

Reflection and self-regulation help all learners, especially those who process the world differently, stay engaged and confident.

Reach out to your local Center for Teaching and Learning and to the College Digital Accessibility Committees for tools, techniques, and support in sharing the work across courses and departments.