Zones of Regulation
We use the Zones of Regulation approach to help pupils understand their emotions, recognise how they are feeling and develop strategies to support their own regulation.
The approach helps pupils recognise that emotions can feel different at different times. Rather than viewing feelings as simply ‘good’ or ‘bad’, pupils learn that all emotions are valid and that different situations may require different strategies to help them feel safe, settled and ready to engage.
Through the Zones of Regulation, we support pupils to:
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Recognise and name emotions and physical sensations.
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Identify their own emotional state and understand what may have influenced it.
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Develop a personalised toolkit of regulation strategies, such as movement, sensory activities, breathing techniques, taking space or seeking support from a trusted adult.
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Communicate how they are feeling when finding the right words may be difficult.
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Develop greater self-awareness and independence in managing emotions.
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Understand the emotions of others, supporting positive relationships and social interaction.
At our school, regulation is not viewed simply as a behaviour issue. Adults recognise that pupils may need support to regulate before they are ready to learn, communicate or problem-solve. Staff use consistent language around the Zones and provide calm, relational support to help pupils identify what they need.
Over time, our aim is for pupils to build a greater understanding of themselves and develop a range of strategies they can use in school, at home and in the wider community.