Early childhood educators are often asked to provide emotional support in systems that are under-resourced and stretched beyond capacity. This session reframes self-care as an ethical imperative rather than a personal wellness practice. Participants will explore how chronic stress, unrealistic expectations, and limited support impact educators’ nervous systems, emotional availability, and classroom leadership. Grounded in emotional health, nervous system science, and real classroom realities, this session highlights the connection between adult well-being and children’s behavior and learning. Educators will leave with practical strategies for protecting their emotional health in sustainable, realistic ways.