Worries and Anxiety

We will not always have access to the physical spaces that support us to feel calm. Creating a mental 'special place' can support children and young people with a refuge to relax in. This space will draw upon imagination and should be private, peaceful, comfortable and safe. It can help to record scripts that guide children into their special places.

What to do:

• Create a time each week where learners can access their safe space. It can help to turn off lights and close blinds/curtains.

• Encourage children to find a comfortable position to relax in, seated or lying down. Invite them to close their eyes if they wish.

• Be mindful that for some children, visualisation can be difficult and providing opportunities to participate through drawing, writing or using a computer can be offered instead.

• Using a gentle tone and slow pace, read aloud the following script:-

1. Find a comfortable position. You can sit or lie down.. Notice how you are feeling right now… in your body and your mind. Take a deep breath in through your nose, and let the air out through your mouth.

2. Take another breath, and feel your whole body getting calm as you breathe out. Continue to breathe slowly and gently.

3. Breathe in relaxation….. and breathe out any worries….. breathe in calm…. and let  your worries go as you breathe out….

4. Take a moment now to notice in your imagination a big door in front of you. Behind that door is your very own special place. This place can be anywhere you want it to be. This is a place that is calming, relaxing, and feels very good to visit. Your special place can be anywhere, it can be a beach, the desert, an island, a forest, the inside of a castle, a cave, the moon, a star in the sky, a planet far away, or simply a small nook under the staircase. Take a few moments to imagine the first picture that you think of when you hear the words, “special place”. 

5. Now, quietly walk up to the door and place your hand on the doorknob. As you open the door, your special place will be in front of you and you are free to go inside. On the count of three walk inside, one..two..three. You’re now in your special place.

6. Start to add details to your place: What do you see there? What colours are in your place?  Are there any animals or creatures? What is the weather like?

7. What do you hear? How does this wonderful, calm, happy place smell? What is the temperature like? Are you still or moving around?

8. Look around an d find a comfortable space in your place. Imagine how your body feels here. Just relax here for a few minutes, taking in the view around you, listening to what you hear, notice what you smell, and how calm, and peaceful you feel. Enjoy the feelings here.

9. Soon, it will be time to leave, but know that you can return here in your imagination any time to relax, feel calm, and feel comfortable. When you’re ready, find the door that you opened to your special place. Take a long look at your special place and remember you can return here whenever you want. At the door, step back through it and close it behind you. If you would like, you can lock the door and keep the key with you. The key to return is always with you in your imagination 

10. In a moment I will count to three. You can become more awake and energized  on the count of three. One… take a deep breath in… and breathe out slowly.
    Two… take another deep breath…. and breathe out…
    Three…. you are feeling calm, confident, and refreshed. Stretch out your arms and legs if you need and slowly sit up

Videos that offer similar special place scripts can be found here:- Guided Meditation for Children.

Childline have created a digital platform that allows children to create a happy place and decorate it:- Build Your Happy Place. 

Breathing exercises can be learnt in a matter of minutes and offer immediate benefits such as slowing down our heart rate, lowering blood pressure and sharpening focus. While learning a breathing technique it can help to build this into the class timetable at the same place and time each day. As children practice controlled breathing, their brains develop and reinforce the “habit” of responding to anxiety by focusing on breathing.  The more controlled breathing is practised, the more self-managed and mindful children become. 

See below for some breathwork examples that take 1-2 minutes.

What to do:

Square Breathing

• Start at the bottom right of a square.

• Breathe in for four counts as you trace the first side of the square.

• Hold your breath for four counts as you trace the second side of the square.

• Breathe out for four counts as you trace the third side of the square.

• Hold your breath for four counts as you trace the final side of the square.

• You just completed one deep breath!

Take-Five Breathing

• Hold one hand out and place your other hand’s index finger at the bottom of your palm. 

• Trace it up to the top of your thumb, and breathe in.

• Trace your finger back to the bottom of your palm, and then exhale.

• Repeat the process for each finger until you’ve done all five, breathing in when you reach the top of each finger and breathing out when you return to the bottom of your palm.

Bumblebee Breath

• Place your hands over your ears and inhale deeply for the count of three.

• As you exhale, make a humming or buzzing noise for the count of five.

• Repeat for 1 - 2 minutes.

Cosmic Kids have a range of fun and silly breath work ideas that will be motivating for use in the classroom.

Mindfulness is about being aware of our thoughts, our surroundings, our emotions and how we feel physically. It is an approach that has a strong evidence base around promoting mental wellbeing. There are many opportunities to practice mindfulness in school with children. 

When starting out mindfulness practice with learners, it can be helpful to use activities that link to the senses of sight, sounds, taste and touch as children from a young age are familiar with these.

What to do:

Raisin Mindfulness

• All learners are given a raisin. 1 minute will be spent on exploring the raising through each sense below. Make sure to use the Taste sense last!

• Sight - What does the raisin look like? What textures/colours/shapes do you see? Hold it closer to your eyes, can you spot anything new?

• Touch - What does the raisin feel like in your hand? How heavy/light is it? What does it feel like to stroke it?

• Sound - Most raisins don't make a noise - but listen closely to see if your raisin might! What other sounds can you hear around you?

• Smell - What smell does the raisin have? Does this remind you of anything?

• Taste - Finally, pop the raisin in your mouth and leave it sitting on your tongue for 1 minute. You can gently bite or suck on the raisin but do not swallow it. What do you taste?

5-4-3-2-1 Grounding

1. See:
Look around you and name five things you can see.

2. Feel:
Pay attention to your body and name four things you can feel, such as the sensation of your feet on the ground, your clothes on your skin, or the chair you are sitting on. Younger children may need help to think of these sensations initially.

3. Hear:
Listen for three distinct sounds around you, such as teachers voice next door, the rustling of leaves, or the sound of traffic outside.

4. Smell:
Try to identify two distinct smells nearby, such as the scent of school lunches being made.

5. Taste:
Focus on one specific taste you are experiencing, such as the flavour of your toothpaste or food you ate at lunch.

Positive affirmations can be a helpful tool in managing anxiety, with evidence suggesting they can reduce stress and improve well-being. By repeatedly stating positive statements, we can challenge negative thought patterns and foster a more positive mindset. Research indicates that affirmations can activate the brain's reward system, potentially reducing the perception of pain and improving the ability to cope with worries and difficulties.  

What to do:

Introduce and Explain:

Explain to your learners what positive affirmations are and how they work.

"Affirmations are positive statements about ourselves that you can say or think to feel better about yourself. They may be statements such as 'I am a good friend' or 'I am brave'"

Emphasise that affirmations can help them believe in themselves and feel better, even when they are feeling down.  You can use daily mantra cards or read them aloud together to introduce the concept.

Make it a Routine:

Integrate affirmations into daily class routines, such as morning check ins or together time. For older children, they may not wish to voice aloud their affirmations around peers. Thinking or writing affirmations will still have a positive impact.

Personalise Affirmations:

Encourage learners to choose affirmations that resonate with them - the more personalised the better. Aim to keep them short and snappy.

You can also help them create their own affirmations based on their strengths, goals, and personal experiences. Consider using affirmations that are relevant to the child's current situation or challenges, perhaps linking to IEP targets if relevant.

Visual Reminders:

Create a poster or flashcards with positive affirmations for the class. Display them in a place where the child can easily see them, like their bedroom or playroom. 

You can also draw affirmations on an interactive whiteboard or use sticky notes to record them down.