Dates:   Thursday, 12th March 2026
Time:     7.00 - 8.30 pm
Venue:   Online via Zoom

Target Audience: Primary & Post Primary Teachers & SNAs 

By the end of this, participants will be able to:

• Describe the impact of stress and overload on adult self-regulation within a busy classroom environment, with reference to nervous system functioning.
• Identify common triggers for dysregulation in teachers, particularly in relation to classroom demands, behaviour, and sensory load.
• Demonstrate an understanding of the role of self-compassion in supporting emotional regulation and sustaining professional capacity.
• Apply practical, classroom-appropriate self-regulation strategies to support their own regulation during teaching and learning activities.
• Adopt a nervous-system-informed approach to responding to behaviour, supporting positive classroom interactions while maintaining teacher wellbeing.

Bio of Presenter: Anne Hessman, Epiphany Coaching 

Anne is a former primary school teacher, mother of three neurodivergent children, and a qualified Life & Parent Coach. She brings a unique blend of professional experience within the education system and lived experience as a parent, allowing her to work alongside schools with deep understanding and empathy.

Anne supports teachers, SNAs, school leaders, and parents to better understand neurodivergence, regulation, and behaviour as communication. Her work places a strong emphasis on adult self-regulation, nervous system awareness, and the impact of stress, conditioning, and workload on those working with children. Rather than focusing solely on behaviour management strategies, Anne helps adults build the internal capacity needed to respond calmly, confidently, and compassionately in challenging moments.

Through talks, workshops, and trainings, Anne creates reflective, supportive spaces where educators feel seen rather than judged. She is passionate about challenging outdated narratives in education, reducing shame for both children and staff, and supporting schools to develop more sustainable, trauma-informed and neuro-affirming practices that benefit the entire school community.