This study introduces and conceptualises brain awareness, a novel, holistic self-regulatory process designed to enhance children’s cognitive, emotional, and behavioural regulation through intentional, goal-directed practices. Rooted in theoretical frameworks such as Developmental Systems Theory, Social Cognitive Theory, and Gestalt Theory, brain awareness integrates fragmented self-regulation components into a cohesive, transferrable process. The study employs a systematic conceptual literature review to disentangle the entangled concept of self-regulation, identifying key heuristics and exploring it in depth. These heuristics are then reorganised into a seven-phase self-regulation process: goal setting, activating mindfulness, goal pursuit, self-awareness and meta-monitoring, alerts and critical evaluation, effortful control, and creative cognitive flexibility. The Brain awareness process enables children to proactively shape their future by modifying thoughts, emotions, and behaviours to achieve personal goals. The process is designed to be child-friendly, making it accessible for early intervention and development. By bridging theoretical insights with practical applications, this study offers a promising pathway to enhance children’s self-regulation skills, supporting their cognitive, emotional, and social development. Future research will focus on empirically validating brain awareness intervention programs, exploring their neurobiological mechanisms, and assessing their effectiveness across diverse populations. This work advances the field of self-regulation in children by providing a comprehensive, integrative process for self-regulation in educational and therapeutic settings with children.