Emotional regulation refers to children's (and adults!) ability to identify and manage their emotions and feelings and be able to react appropriately. This is not a skill that any one of us is born with and that is why emotional regulation is an essential skill for all children, particularly in the Junior Phase, where they begin to navigate complex social interactions and academic challenges. Teaching students how to manage their emotions not only supports their mental w
ell-being but also enhances their ability to learn and build relationships. We explicitly teach the Zones of Regulation which provide students with essential tools for naming, recognising and managing their feelings effectively.
Understanding the Zones of Regulation
The Zones of Regulation is a framework that categorises emotions into four zones: Blue (sad, tired), Green (calm, happy), Yellow (frustrated, anxious), and Red (angry, out of control). By explicitly teaching students about these zones, we empower them to communicate how they are feeling. This approach promotes self-awareness, helping students recognise how they are feeling and when they need to employ coping strategies or ask for help.
Creating Strategies and Support Toolkits
Through the use of our ‘Wellbeing Journals’ each child develops an individualised toolkit containing strategies, ideas and resources appropriate to them. This may include breathing exercises, fidget tools, or calming visuals that they feel supports them when they are in the blue,red or yellow zone. By encouraging children to create their own toolkits, we not only promote autonomy but also help them discover what works best for their emotional regulation.
Safe Spaces for Regulation
It is important for us to provide safe spaces where children can regulate during the school day. These areas allow students to retreat when they feel overwhelmed or need time to regulate their emotions. These spaces are equipped with calming items such as bean bags, sensory toys, and visual aids. By creating a supportive atmosphere, we send a clear message that it is okay to take a break and focus on emotional wellbeing. Encouraging children to use these spaces reinforces the idea that managing emotions is a vital part of learning and growth.
Working together
The ultimate benefits of teaching emotional regulation extend beyond immediate classroom interactions. When students learn to manage their emotions, they become better equipped to handle stress, improve their academic performance, and build healthier relationships with peers and teachers. Additionally, these skills foster a positive school environment where empathy and understanding thrive. As children learn to articulate their feelings and recognise the emotions of others, they develop social-emotional skills that will serve them throughout their lives.
We want to involve our families in our emotional regulation journey. We will be providing workshops for parents to reinforce these skills at home and provide strategies to support home life. By collaborating with families, we aim to create a consistent approach that further supports students in developing healthy emotional habits. This partnership can lead to more significant improvements in students’ emotional health and academic success.
Prior to these workshops, you may want to create your child’s very own ‘Calm Down Kit’ at home with small fidget or sensory items to support regulation at home. It is important that these are kept separate from the children’s everyday toys and are seen as a tool to use when in the blue, yellow or red zone.
In the Junior Phase, the foundation for emotional regulation is critical. Through the Zones of Regulation, individualised toolkits, and safe spaces, we can equip students with the skills they need to navigate their emotions effectively. As educators and caregivers, we have the opportunity to shape resilient, emotionally intelligent individuals who will thrive both academically and socially. By prioritising emotional regulation, we not only enhance the learning experience but also contribute to the holistic development of our students, preparing them for the challenges of today and tomorrow.
Year 3 students celebrated Healthy Living Day with a series of exciting and educational activities that encouraged them to embrace healthy habits and consolidate their learning from their Topic lessons.
Students in the Lower Phase have been learning in their assemblies and classrooms with their teachers how they can be resilient and we all have been celebrating their achievements in weekly assemblies.
The senior prefects will lead the team of prefects selected from all of the secondary year groups in the wide range of activities falling under the categories of the committees and school houses.
