Providing support for children's mental health and well-being from an early age is essential. Practitioners can positively influence children during their formative years. By empowering them with tools to become self-regulated learners, children can take responsibility for their actions and learning, which can ease their transition through primary school. Many children are starting school lacking the ability to self-regulate and therefore struggle to manage their emotions, leading to disruptions in the classroom. This research aimed to assess the Zones of Regulation program's efficiency in enabling children to recognise and express their emotions whilst equipping them with suitable coping strategies when they feel anxious or stressed. Self-regulation is a complex process that varies based on the individual and situation. Factors like mood, motivation, task difficulty, and social expectations can influence a child’s ability to regulate themselves. It is not a skill that remains constant throughout life but requires ongoing practice and adaptation. The focal point of this study is the effectiveness of the Zones of Regulation program, which aims to assist children to connect their emotions to language and to manage them positively.