Language is important for conveying emotions and behaviour. Through various forms of language use, an individual’s sense of self and others is shaped by genetic, relational, and environmental experiences that are embodied in the brain through complex neural activity. Language is an essential component of the social brain. A primary aim of computer-assisted language learning (CALL) is to foster student autonomy and self-directed language learning through a dynamic and creative use of technological platforms. Online learning platforms have expanded opportunities for students to learn languages despite geographical and social distancing that may have existed prior to advanced technology; however, the pedagogy of technology used also requires an ongoing vigilance about the dangers of cyberspace and the impact on students who are vulnerable. Teachers’ self-beliefs, attitudes, self-efficacy, and knowledge are paramount in ensuring safe and productive online learning spaces. The development of positive teacher student relationships is fundamental to ensure that online teachers can facilitate optimal learning for students who present with emotional or behavioural difficulties. These students may be reflecting dysregulated brain states that are the result of complexities in relational and environmental experiences, and/or diverse brain architecture and function, and so, informed and nurturing teacher–student relationships are imperative to ensure students’ vulnerabilities are addressed effectively. This requires higher levels of self-awareness, ongoing training in the use of safe technological platforms, and training that embraces a multi-disciplinary approach to understanding both attributes and dangers of the technology world, alongside the neuroscience of emotional and behavioural difficulties in students.