Without proper behavior modification strategies, placing kids with disabilities into general education classrooms can lead to low success rates and disruptive issues in the classrooms. Educators and administrators can lead with disciplinary actions that don't take into account the rights of students with disabilities. Disciplinary actions aren't the only way to respond to changes in behavior. This can be unproductive and lead to a denial to accessand to an appropriate education with students that have ADHD. Applied educational neuroscience is the process through which educators and children learn how to manage and regulate emotions to move toward positive goals. Understanding the brain function to better understand and modify behavior is the goal. Developing a growth mindset, maintaining positive relationships and making responsible decisions are all worked on through the process. Children need to be regulated in the class, they need to feel safe. Studies have shown the best way to teach students social-emotional competencies is by the teachers modelling them. When teachers are faced with a difficult situation in the class they need the tools to remain regulated themselves. Supporting teachers so the regulated adult can regulate the child is a focus. An adult that has the ability to check-in with themselves and bring focused attention to address their body sensations and feelings will be better equipped to deal with a child that is melting down. Emotions are contagious. Teachers need more support and as many tools as possible for the most success when challenges arise. When teachers are aware of their own triggers and have strategies available to regulate themselves this will benefit all students in the classroom.