New teachers and school counselors often enter the profession motivated, capable, and committed to making a difference. At the same time, the early years in schools can be some of the most emotionally demanding. Navigating student needs, classroom dynamics, and high expectations while still developing confidence and professional identity can lead to stress, low self-efficacy, and early signs of burnout. Research on early helping professionals shows they are more vulnerable to emotional fatigue, role strain, and burnout, particularly without structured support and opportunities for reflection (Skovholt and Jennings, 2017; Gunduz, 2011). In many schools, experienced teachers, counselors, and administrators are asked to mentor new staff. These roles often extend beyond instruction, requiring mentors to support emotional processing, interpretation of student behavior, and decision making, often without a clear framework or adequate time. This session presents an evidence-based, theory-grounded approach to supporting early career educators by integrating the Integrative Developmental Model of supervision with emotional regulation theory. A developmental lens explains why early career educators may second-guess decisions, over-respond or under-respond, or feel overwhelmed as they build competence, autonomy, and self-awareness (Stoltenberg and McNeill, 2010; Ladany et al., 2013). Emotional regulation is a key protective factor that supports more intentional responses in high stress situations (Gross, 2015; Prikhidko et al., 2020). Participants will learn practical strategies to support reflective conversations, guide decision making, and build simple, sustainable supports that help prevent burnout and strengthen early career development.