The Zones of Regulation

We use a framework called the Zones of Regulation to support children to develop their emotional literacy from Nursery to Year 6.  This is a key part of our PSHE curriculum but also used on a daily basis to support children to identify and manage their emotions effectively. 

The Zones

There are four different coloured 'zones' which help pupils to categorise the feelings they experience and allow them to improve their ability to recognise and communicate these feelings in a safe, non-judgmental way.  In each classroom there is a 'check in' station where children can communicate how they are feeling.  We want the children to be in the 'green zone' so that they are ready to learn, but we know that throughout the day, they are likely to experience a range of emotions, all of which are natural and understandable.  

The Blue Zone: a low energy state where the ‘slow’ feelings reside, e.g. sad, tired, bored, sick

The Green Zone: the optimum state for the classroom and includes feelings such as: happy, calm, focussed, proud

The Yellow Zone: a high energy state where the ‘fizzy’ feelings are found, e.g. excited, frustrated, anxious, silly

The Red Zone: an ‘out of control’ state including feelings such as: angry, aggressive, terrified, elated

• There is no ‘bad’ Zone, all Zones are ‘expected’ at different times and in different circumstances
• You can be in more than one Zone at a time
• Some emotions may fall into more than one Zone

Toolboxes

We encourage each child to develop their own 'toolbox' of strategies to manage their emotions.  Every child will have a different set of tools that help them get back to their green zone – this will relate to hobbies, interests, and personal preference. Some examples are listed below and can be taught and practised in school and at home. They can include:

• Sensory tools: having a snack or something to drink; fidget toys; walk and movement breaks; exercise; listening to music; sand/ water/messy play;

• Thinking tools: thinking about the size of the problem and the reaction – is it a tiny/little/medium/big/huge problem; how big do you see the problem/ how big do others see the problem? how big should your reaction be? positive self-talk; discussing the problem with adults/ peers.

• Calming activities: lights on/off; change seating; temperature of the room; noises in the room; independent working area; relaxation area; reading; colouring/drawing; listening to music; breathing exercises.

Activities To Try At Home

Talk to your child about:

• How they are feeling; help them to label and name their emotion. Identify your own feelings using 'Zones' language in front of your child (e.g. “I’m frustrated, I am in the yellow zone.”)
• Talk about their body cues when they feel each emotion. What are the physical feelings behind the emotion? (e.g. feeling butterflies in our tummy when we feel nervous or worried) Recognising emotions is the first step to regulating them.
• Discuss why they are feeling a certain way; has anything happened?
• Talk about times when you, a family member or a character from a film or book felt that way.