The poster will present self-regulation strategies to improve students’ learning experiences in an elementary school setting via remote, in-person, or hybrid learning setting. The capstone research took place during the global pandemic within a low socioeconomic school. The topic was selected due to unforeseen school closures during the 2020 and 2021 school years. Specifically, this poster will explore evidence-based self-regulation strategies that teachers and therapists could use within a public school setting asking the following question: “How can we promote self-regulation in an elementary school during a global pandemic?”