Students in Sanger Unified were given access to a sensory-based toolkit in a designated self-regulation station located in the classroom as a universal tier intervention. The use of the toolkit incorporated the use of multi-sensory based adaptive tools and aides. This allowed students to remain in the classroom during instruction with the ability to build and practice self-regulating and stress-management skills concurrently. This project was tailored to reduce the number of students requiring higher levels of interventions due to stressors and adversities being recognized and supported within the classroom. Teachers were presented with data to support the efficacy of this specific intervention and guided through the process of creating the station. Data was collected through a questionnaire reviewing observable changes of the student before and after use of the intervention. Over the span of six months, data indicated the availability of the resource within the class has correlated with the reduction of students being sent for 1:1 support.  Overall, the availability of such a toolkit has given teachers an additional resource and has allowed an opportunity for students to engage in a trauma-informed practice while at school.