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There's a lot that goes on within a school day. Students are faced with academic, social, interpersonal, family, and numerous other demands. Helping students recognize when their emotions are causing a barrier throughout the day can help improve confidence in school-based endeavors.
There's a lot that goes on within a school day. Students are faced with academic, social, interpersonal, family, and numerous other demands. Helping students recognize when their emotions are causing a barrier throughout the day can help improve confidence in school-based endeavors.
Zones of Regulation
Zones of Regulation provides students a simple way of identifying their emotions or what they need in any moment. Here's a simple Zones diagram:
The ZONES of Regulation (feelings in the 4 zones).pdfStudents can adapt their Zones to reflect their own experiences. For example, Blue Zone for a student might say "Sad, isolated, bored, can't get out of bed, low motivation." Students can also reflect on what skills might be helpful at each Zone.
Feelings Wheel
Emotion language might be unfamiliar for students for a lot of reasons. An easy way to help students build language to describe their emotional experience is to use a feelings wheel:
To help prompt more feelings language, ask the student what color section they are in (green, purple, yellow, etc.). Then, ask how far out in in that color wedge they can identify a feeling (for example, "lonely" vs. "sadness"). How does the student know that they're experiencing that feeling? Where can they feel it in their body? How long have they been experiencing that feeling?
Taking a break
Using Zones of Regulation or a Feelings Wheel can help students understand when they need to take a break. If a student is able to identify their Zones, they might say "When I start to move from yellow to red, I know I need a break."
Breaks should allow students to use a skill that helps them shift their emotional experience that is leading to a need for a break, whether it be anxiety, boredom, frustration, sadness, etc.
If a student asks to take a walk, it can be helpful to ask what skill they're going to use or what they're experiencing that makes them think a walk would be helpful. A student who goes on a walk and reads the news or looks at TikTok may not come back more regulated. However, a student who goes on a walk and looks at texts that make them feel loved might have a better experience.
Students who need to take a longer break benefit from having a plan of where they can go or who they can check in with when they need some time. This may include going to an identified place, such as the Media Center, their social worker's office, or their liaison's classroom.
Coping Ahead
Students who experience anxiety, frustration, worry, or irritability in predictable situations can benefit from creating a Cope Ahead plan with their social worker or other trusted person. Coping ahead includes six steps:
Describe the situation that is likely to evoke unwanted emotions. Name just the facts of the situation (things that you can experience using your five senses). Try not to be judgmental and stick to just the facts.
Determine what emotions you are likely to experience in this situation. Be specific and think about what feelings might stop you from using the helpful skills you have.
Decide what skills you want to use in this situation. Write out your plan, if needed. What will be the most effective and get you to your goal?
Imagine yourself as vividly as possible in the situation. Don't imagine yourself WATCHING the situation, imagine yourself in it. Roleplay with a teacher or friend if needed.
Rehearse the skills that you want to use in the situation. Practice them fully.
Afterwards, practice a relaxation strategy.
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