Zones of Regulation

 At Boorley Park Primary School, we recognise the importance of promoting positive mental health and emotional wellbeing to our pupils and their families. We aim to create an open culture around the discussion of mental health and wellbeing and to empower our children be able to regulate their emotions. By implementing the Zones of Regulation curriculum, we aim to teach our pupils to identify emotions in themselves and others and provide them with bank of strategies to help regulate their emotions and improve their wellbeing.

The Zones of Regulation includes a range of activities to help your child develop skills in the area of self-regulation. Self-regulation can go by many names, such as self-control, self-management and impulse control. It is defined as the best state of alertness of both the body and emotions for the specific situation. For example, when your child plays in a basketball game, it is beneficial to have a higher state of alertness. However, that same state would not be appropriate in the library.

From time to time, all of us (including adults) find it hard to manage strong feelings such as worry, anger, restlessness, fear or tiredness, and this stops us from getting on with our day effectively. Children who feel these emotions often find it hard to learn and concentrate in school. Zones of Regulation aims to teach children strategies to help them cope with these feelings so they can get back to feeling calm and ready to learn. These coping strategies are called ‘self-regulation’. When children fully understand what they’re feeling, they can make sense of, and regulate their emotions much better.

The Zones of Regulation Curriculum is based around the use of four colours to help children self-identify how they’re feeling and categorise their emotions based on colour. The curriculum also helps children better understand their emotions, sensory needs and thinking patterns. The children learn different strategies to cope and manage their emotions based on which colour zone they’re in. Additionally, the Zones of Regulation helps children to recognise their own triggers, learn to read facial expressions, develop problem-solving skills, and become more attuned to how their actions affect other people.

What does this look like in school?
From Year R through to year 6, the children are taught The Zones of Regulation Digital Curriculum. The children learn ten different concepts which aim to teach the children about identifying emotions, how their body feels when experiencing these emotions, what triggers they might have, how their behaviour can affect others around them and finally the tools that they can use to remain regulated.
There is progression across the curriculum with children in Early Years learning to identify different emotions to children in Upper Key Stage 2 discussing how our behaviour can impact upon the feelings of those around us.
Each classroom has a Zones of Regulation display and/ or ‘Regulation Station’ which acts as a visual reminder for the children. We will also be using the Zones language as part of daily school life so all staff will be referring to them, not just the class teachers. Some children might prefer not to use the ‘Zones language’ but label the emotions directly – this is fine and encouraged! The adults in school will 'check in' with the children regularly and encourage them to think about how they are feeling. This will support them to identify their feelings and support them with strategies they can use to get back to the green zone.

We aim to help children to:

• Recognise when they are in the different Zones and learn how to change or stay in the Zone they are in.
• Increase their emotional vocabulary so they can explain how they are feeling.
• Recognise when other people are in different Zones, thus developing better empathy.
• Develop an insight into what might make them move into the different Zones.
• Understand that emotions, sensory experiences such as lack of sleep or hunger and their environment might influence which Zone they are in.
• Develop problem-solving skills and resilience.
• Identify a range of calming and alerting strategies that support them (known as their personal ‘toolkit’.)

We teach the children that everyone experiences all of the Zones. The Red and Yellow Zones are not ‘bad’ Zones. All of the Zones are expected at one time or another. We show them that the Blue Zone, for example, is helpful when you are trying to fall asleep.

Examples of Zones language

• Regulation = the ability to manage one's emotions and state of alertness in a way that is appropriate for the situation. It encompasses skills like self-control, self-management, emotional control, and impulse control.
• Expected behaviour = behaviour that we would expect to see in certain situations. This behaviour makes others around us feel comfortable and at ease.
• Unexpected behaviour = behaviour that is not expected in certain situations. These types of behaviour can make others around us feel uncomfortable and have confused thoughts about the behaviour.
• Trigger = An irritant that causes a child to become less regulated and increases the likelihood of going into the Blue, Yellow or Red Zone.
• Little problems or ‘glitches’ = Problems that only affects one or two people and can be ignored or solved in a matter of minutes.
• Medium problems = Problems some people share that are able to be resolved in an hour to a couple of days that will often require support from others.
• Big problems = Problems that people need help and support from others to solve. These may include emergency situations.

The Different Zones

  How can you help your child use 'The Zones of Regulation' at home?

• Identify your own feelings using Zones language in front of your child (e.g.: I’m frustrated, I think I am in the Yellow Zone.”)
• Talk about what tool you will use to be in the appropriate Zone (e.g.: “I need to take four deep breaths to help get me back to the Green Zone.”)
• At times, wonder which Zone your child is in. Or, discuss which Zone a character in a film / book might be in (e.g.: “You look sleepy. Are you in the Blue Zone?”)
• Engaging your child in discussion around Zones when they are in the Red Zone is unlikely to be effective. It is important to discuss the different Zones and tools your child can use when they are more regulated/ calmer i.e. when they are in the green Zone.
• Teach your child which tools they can use e.g.: “It’s time for bed. Let’s read a book together in the comfy chair to get you in the Blue Zone.”
• Regular Check-ins e.g. “How are you feeling now?” and “How can you get back to Green?” Modelling this is important, for example, you might say “I am going to make myself a cup of tea and do some breathing exercises because I am in the blue zone” and afterwards tell your child how using those tools helped you get back to the green zone.
• Share how your child’s behaviour is affecting your Zone. For example, if they are in the Green Zone, you could comment that their behaviour is also helping you feel happy/ go into the Green Zone.
• Put up and reference the Zones visuals and tools in your home.
• Praise and encourage your child when they share which Zone they are in.
• When managing negative behaviours, support your child to regulate their feelings before you respond to their behaviour and discuss strategies for next time.
For example, if your child is angry and has hurt their sibling:
     1. Empathise with them and validate what they are feeling.
     2. Help them calm down using a strategy.
     3. When they are out of the red zone: talk to them about their behaviour, give consequences if appropriate
         and then identify what they should do next time they feel angry.

Tips for helping your child to regulate

• Know yourself and how you react in difficult situations before dealing with your child’s behaviours.
• Know your child’s sensory threshold. We all process sensory information differently and it impacts our reactivity to situations.
• Know your child’s triggers.
• Be consistent in managing your child’s behaviour and use the same language you use at home.
• Empathise with your child and validate what they are feeling.
• Have clear boundaries/routines and always follow through.
• Do not support a dysregulated child when you are not calm yourself.
• Discuss strategies for the next time when you are in a similar situation.
• Remember to ask your child how their choices made you feel (empathy).
• Praise your child for using strategies. Encourage your child to take a sensory break to help regulate their bodies.
• Create a calm box for your child to use when they feel as if they are reaching the yellow or red zones.

Where can I find out more information about the Zones of Regulation?

• Parent Workshop Presentation
• Parent Information Sheet
• Zones of Regulation Poster
• Example of a Key Stage 1 Toolkit
• Example of a Key Stage 2 Toolkit
• Editable Toolkit
• Inside Out Zones Characters (can be printed out 6 to a page and attached to a lanyard.)

Websites/ Videos:
• www.zonesofregulation.com
• The Zones of Regulation App (Apple Store or Play Store)
• https://www.theottoolbox.com/zones-of-regulation-activities/
• Dr. Dan Siegel's hand model of the brain: https://www.youtube.com/watch?v=LdaUZ_wbD1c
Here are a couple of clips to introduce feelings with your child. The clip is from the Disney film ‘Inside Out’ which is centred around a child’s emotions:
• https://www.youtube.com/watch?v=1S0RKRRyqhQ
• https://www.youtube.com/watch?v=nEUzQ7yL9A0

Recommended books around emotions:

• Zones ‘Book Nook’ – Here is a list of books to introduce/reinforce concepts from The Zones of Regulation (Kuypers, 2011). Disclaimer: we have not read each and every book on this list, so please read for yourself before reading with your children. Some books have a Zones colour next to them if they work well with a specific Zone. Most work with a wide range of Zones and concepts from the curriculum.

How to set up a Zones of Regulation check in at home:
https://www.youtube.com/watch?v=66ogmkG98pI

Other resources to support parents with regulation and/ or challenging behaviour at home:
• https://parentswithconfidence.com/calm-down-strategies-for-kids/
• https://parentingsmart.place2be.org.uk/

No Limits is a, local, independent charity providing a unique combination of prevention, early intervention and crisis support to young people. They provide information, advice, counselling and support through a range of services available ‘under one roof’:
• https://nolimitshelp.org.uk/get-support/
• https://nolimitshelp.org.uk/paid-for-services/

If you are really struggling to support your child at home, you could access one of the following courses:
• Solihull Approach - These free online courses offer advice and practical tips to boost your confidence as a parent, help you navigate family life and strengthen your relationships. They have been designed to help you understand feelings, development and behaviour, as well as focus on your own feelings as you grow as a family. https://www.hants.gov.uk/solihullapproach
• Family Links provide programmes suitable for parents of children from -9 months to 18 years, underpinned by the Nurturing Programme and developing an understanding of behaviour in the context of relationships. https://www.familylinks.org.uk/at-home
• Youth Options provide a free to access course for Non-Violent Resistance (NVR) therapeutic intervention. They take referrals for families experiencing child-to-parent violence, aggression, challenging or self-harming behaviours, for focus young people living in Hampshire aged 5 – 17 years. They provide NVR support for families having difficulties with Trauma, ASD, ADHD, SEN and more. You can find more information on their website. https://youthoptions.org.uk/what-we-do/targeted/family-support/
Common questions about the Zones of Regulation

Can my child be in more than one zone at the same time?
Yes. Your child may feel tired (blue zone) because they did not get enough sleep, and anxious (yellow zone) because they are worried about an activity at school. Listing more than one Zone reflects a good sense of personal feelings and alertness levels.

Should there be consequences for being in the Red Zone and acting in an unhelpful way?
It’s best for children to experience the natural consequences of being in the RED zone. If a child’s actions/choices hurt someone or destroys property, they need to repair the relationship and take responsibility for the mess they create. Once the child has calmed down, use the experience as a learning opportunity to process what the child would do differently next time.

Can you look like one Zone on the outside and feel like you are in another Zone on the inside?
Yes. Many of us “disguise” our Zone to match social expectations. We use the expression “put on a happy face” or mask the emotion so other people will have good thoughts about us. Parents often say that their children “lose control” and go into the Red Zone as soon as they get home. This is because children are increasing their awareness of their peers and expectations when in the classroom. They make every effort to keep it together at school to stay in the Green Zone. Home is when they feel safe to let it all out.