Students have to balance the pursuit of academic goals, such as the mastery of content and getting good grades, with a myriad of well-being goals involving their physical and mental health, conceptions of themselves, and relations with others. When self-regulation in education is needed, it involves active planning, enacting, monitoring, controlling, and reflecting upon a number of internal and external factors that can occur before, during, and after learning. Task-based measures of SRL are time-consuming to administer and interpret, and often they are not sufficiently scalable to assist teachers in diagnosis and intervention. The classroom climate and ways in which teachers instruct, assess, and establish rapport with students may interact with different types of scaffolding interventions, making some more effective in some contexts than others. Evidence from the literature on self-regulation in education certainly supports its role as a primary factor in student success, inside and outside of school, warranting further research and implementation.