Concept 1: What is Regulation?
In Concept 1, learners explore concrete examples of regulation, such as adjusting the speed of a fan or controlling the temperature of water from a faucet. We explain how regulation also helps us have more control over how we manage our feelings, energy, and behavior. 

Learning Targets:

• I can use the word “regulate” in a sentence.

• I can describe one or more ways a person can regulate themself.

Vocabulary:

• Regulate - to adjust, manage, or control something so it works well.  

• Well-being - feeling well, healthy, comfortable and/or successful.  

• Behavior - a person’s actions.

Bring it Home: 

Concept 2: What is Regulation?
In Concept 2, we explore the four Zones of Regulation and how they are used to categorize and identify the variety of feelings and energy states we all experience. Learning about The Zones of Regulation framework provides us with an easy way to think about, communicate around, and care for our feelings. Since every person experiences a wide range of feelings, we stress that all the Zones are okay, and you should not attach judgement or shame to any one Zone.   

• Zones are based on feelings, not behaviors.   

• All the Zones are okay.   

• Our experience of The Zones is unique.   

• The Zones of Regulation is not a compliance-based model.   

• The Green Zone is not the goal.

Learning Targets:

• I can name and describe the four Zones of Regulation.

• I can sort, or categorize, feelings into the four Zones of Regulation.

Vocabulary:

• Emotions - feelings we have.   

• Category - a group of things or ideas that are similar.   

• Zone - a category used to describe our feelings on the INSIDE (including emotions and energy).

Bring it Home:

Concept 3: All the Zones are Okay

In Concept 3, we build upon the understanding of the four Zones of Regulation to learn that all the Zones – and all our feelings – are okay. We build the foundation for social awareness and perspective-taking by exploring how people experience a variety of feelings and views within a situation. Remember - the Green Zone is not the expectation or superior and the Red Zone is not bad or wrong. All the Zones are okay.  All behaviors are not.

We emphasize the distinction between our feelings and our behaviors, stressing the importance of safe behaviors for ourselves and others. 

Learning Targets:

• I can connect my feelings and Zones with real-life situations. 

• I can give an example of how people have different feelings and perspectives in a situation.

Vocabulary:

• Perspective - person’s unique way of feeling, viewing, or thinking about something.   

• Situation - what is happening at a certain time and place.    

Bring it Home:

Concept 4: My Signals, My Zones

In Concept 4, learners explore the body signals and sensations that relate to their feelings. Understanding these feelings is also known as the interoceptive sense. The brain perceives the physiological cues and sensations in the body before it catches up and labels the emotion. These cues or signals alert us that our feelings are changing. For example, you sense the tension in your neck and jaw and recognize you’re stressed, or you feel the flutter of butterflies in your stomach and identify you are nervous. For many learners who have difficulty naming their emotions, learning to tune into their body signals can be an entry point for building self-awareness. Noticing our body signals is also a basic mindfulness practice, giving us a moment to integrate our body, mind, and emotional state. 

Learning Targets:

• I can name at least one body signal I feel when I am in each Zone.

• I can explain how body signals, Zones, and emotions are all connected. 

Vocabulary:

• Body Signals - the sensations inside our body that help us figure out how we feel.     

• Self-Awareness - understanding how you feel.    

Bring it Home:

Concept 5: The Zones Check-In

The Zones Check-In is a mindful practice, which involves pausing to tune in to our body signals, emotions, and Zones to promote self-awareness and provide us with information about if and how to best regulate. We notice physiological signals and sensations in our body before our brain catches up and labels them. Embedding frequent Zones Check-Ins throughout the day allows learners to become more in-tune with their body and self-monitor how they are feeling. Check-ins can also help learners communicate or share their feelings with others.  To do a Zones Check-In, we pause and think about the parts of the triangle we learned about in C4 that included our body signals, emotion, and Zone. Any of these components may be what we notice first; they all connect to each other, providing us with self-awareness of how we are feeling.  

This “feelings first” approach can have a positive impact on relationships and the climate of a home, classroom, or other setting.  

Learning Targets:

• I can pause and do a Zones Check-In on my own or with others. 

• With practice, I can check in when I am in each of the Zones: Red, Yellow, Green, Blue.

Vocabulary:

• Zones Check-In - pausing to notice and identify how we feel.      

Bring it Home:

Concept 6: Situations that Trigger and Spark

In Concept 6 (C6), learners will gain awareness of situations that impact their regulation, categorizing them into “triggers” and “sparks.” Triggers include unwelcome events and sensations that cause us to have less comfortable feelings, such as worried, angry, embarrassed, or annoyed. Understanding our triggers helps us to attend to our regulation when we encounter them. We also explore sparks, which are welcome events or sensations that provoke strong feelings of joy, such as giddiness, excitement, elation, etc. Although our sparks are enjoyable, they also can cause us to feel less regulated, such as when we are excited to partner with a friend on a project but can’t focus to be successful. By deepening this situational awareness, learners can better predict and prepare for triggers and sparks, develop a plan for regulating in these situations, and become more adept and confident at advocating for themselves. 

Learning Targets:

• I can notice and describe the situation around me (when, where, what, who). 

• I can name at least two of my triggers and two of my sparks. 

Vocabulary:

• Trigger  - an unwelcome situation that causes us to feel less regulated.

• Spark - a welcome situation that causes us to feel less regulated.  

Bring it Home:

Concept 7: What is a Regulation Tool?

The goal of Concept 7 (C7) is to introduce the learners to what regulation tools are and how those tools can help to regulate each Zone. Learners will discover that regulation tools are likely within and around them, such as taking a deep breath, asking for help, water bottles, fidgets, etc. An essential element of The Zones Climate is building awareness that tools look and feel different for each of us, depending on our physiology, culture, identity, and lived experience; there are no prescribed tools for a particular Zone.  

Learning Targets:

• I can identify common regulation tools around me.

• I can use The Zones of Regulation to categorize regulation tools.

Vocabulary:

• Regulation Tool - a strategy, or something we do, to manage our Zones.   

• Zones Toolbox - a collection of regulation tools for each Zone.    

Bring it Home:

Concept 8: Building My Zones Toolbox
Students deepen their understanding of regulation tools, noticing their body signals to reflect on the impact a tool is having on their regulation. They are also introduced to the Tool of the Week. This structured practice provides a routine for exploring a new tool each week, giving students multiple practice opportunities to try out the tool and gauge its effect. As we explore new regulation tools, students are given agency to determine which ones work well for them. This provides all students a chance to grow in their regulation competencies, honors their unique regulation needs (e.g., neurology, lived experiences, development), and creates an inclusive environment where regulating with tools is the norm, not the exception. 

Learning Targets:

• I can reflect on how a tool helps me regulate

• I can share a helpful tool from each Zone in my toolbox

Vocabulary:

• reflect - to carefully think about something

Concept 9: Deciding to Regulate

Students explore metacognitive skills that help them regulate with more independence and agency. They learn the Stop, Opt & Go strategy is a way to build impulse control, develop thoughtful decision-making, and incorporate problem-solving skills to use in moment to-moment regulation. In Stop, Opt & Go, first we pause or stop before acting upon our instinct or impulse, then we think through the options we have in a situation and how they may or may not work out for us, which may include using a regulation tool. Last, we identify our goal to help us choose the option that will work out best going forward.   

As we consider our goals, we introduce students to Now Goals and Later Goals. Later Goals are our long-term goals that take time to accomplish, such as getting a good grade at the end of the semester, learning to read, and personal pursuits into adulthood. These goals are important, but often when figuring out how to regulate in the moment, we consider our Now Goals, which is what we are trying to achieve in the moment, such as finishing a task, feeling more comfortable, or having fun with a friend. The goals we discuss within this concept must be learner-directed, meaning they are authentic personal goals, rather than goals we impose upon our learners. 

Learning Targets:

• I can pause to think about my options and goals before acting

• I can decide if using a regulation tool will help in a situation

Vocabulary:

• impulse - a sudden urge to do something

• options - choices we have in a situation

• goal - something we work toward to accomplish or achieve

Learning Targets:

• I can recognize bullying

• I can apply assertiveness skills to refuse bullying in response to scenarios

Concepts:

• You can refuse to let bullying happen to you or to others

• Being assertive is one way to refuse bullying

Vocabulary:

• Refuse - to decline or say no to something

• Assertive - communicating directly, calmly, and honestly without intentionally hurting someone's feelings.