Learning is most impactful when students are empowered to take ownership of their growth. That’s why we’re investing in one of the most promising approaches in educational research today: self-regulated learning (SRL).
What is Self-Regulated Learning?
Self-regulated learning is the process by which learners actively plan, monitor, and reflect on their learning experiences. It involves setting goals, choosing strategies, tracking progress, and adapting when needed to become more independent, motivated, and effective.
Researchers often describe SRL as comprising three key phases:
- Forethought – goal-setting, planning, and motivation before learning begins.
- Performance – monitoring focus, effort, and strategy use during learning.
- Self-reflection – evaluating outcomes and adjusting for future tasks.
It’s not just about grit or willpower. SRL is a teachable set of cognitive and metacognitive skills, often supported by tools and scaffolding that help learners build awareness and agency.
Why Does it Matter?
SRL is particularly valuable for neurodivergent learners who may face challenges with executive functioning, working memory, or organization. By explicitly teaching SRL strategies and providing the right supports, we can help learners become more autonomous and resilient.
Decades of research show that SRL contributes to:
- Greater academic achievement
- Improved motivation and self-confidence
- Better coping skills in the face of challenges
- Long-term success in both school and life
For educators and clinicians, SRL offers a framework to help students not just complete tasks but understand how they learn best.
How LDS Is Applying Self-Regulated Learning
With support from a UBC Community Engagement Grant, LDS is partnering with the University of British Columbia to bring the latest evidence-based insights on self-regulated learning into our day-to-day work with students. Our UBC Team includes:
- Dr. Nancy Perry: UBC professor, Education, Counselling Psychology, Special Education and an LDS Board Member.
- Dr. Kimberley Sinclair – Postdoctoral fellow specializing in inclusive education and classroom support.
- Martin Dammert – Educational psychologist and incoming PhD student with expertise in SRL and motivation.
- Lys Pinkerton – Graduate student in inclusive education, supporting on-the-ground implementation and research.
In collaboration with the team at UBC, we are:
- Piloting SRL-informed tools and practices with a small cohort of learners
- Co-developing professional learning for our team based on current research
- Collecting data and feedback to better understand how SRL supports diverse learners in real-world settings
Through this project, we aim to close the gap between research and practice and ensure that every student has the skills and support they need to become an empowered, self-directed learner.
– Virginia Van Zee, Senior Manager, Instruction and Innovation
LDS is a community of dedicated professionals who write collaboratively. We recognize the contribution of unnamed team members for their wisdom and input.
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