The introduction of self-regulation and stress-management strategies into higher education curricula has recently come into focus as a necessary component of promoting resilience and preventing future professional burnout (Hsu & Goldsmith, 2021; Egan et al., 2022; Zhang et al., 2025). In addition to enhancing academic performance, evidence-based regulation strategies could help mitigate the effects of the high-stakes, high-stress environment inherent in college and post-graduate education (Chongjin et al., 2025), and learned self-regulation skills may carry over into the professional environment after graduation (Emerson et al., 2023). Integrating short, reflective activities and simple self-regulation practices into established curricula may be an effective strategy for providing students with helpful and actionable means to foster self-awareness and well-being (Egan et al., 2021; Gilani, 2025). This article aims to discuss how stress management can be a tool for building resilience and promoting deep learning, outline several practical approaches that educators can use to weave self-care into existing curricula, and introduce several strategies to foster students’ self-exploration and awareness.