Firstly: consider whether the child has had enough sleep, nutrition, hydration and movement/ exercise to support their health. Are they in good health? Is there something worrying them? Sometimes you may notice a pattern in the way that a child/ young person presents which points to a particular issue to address. At other times there is no apparent trigger. This could be because a range of factors are pushing the child outside their Window of Tolerance or maybe because one of these internal factors is impacting upon them.
What I need to help my learning | Burnside Primary School (glowscotland.org.uk)
Huge bag of worries - YouTube (Using the book 'Huge Bag of Worries' with Early Level Learners)
When support to calm is needed, in the moment, a supporting adult can use the strategies 'connect before redirect' and 'name it to tame it', as explained by Dr. Dan Siegel:
Dan Siegel: Name it to Tame it - YouTube
Provide movement/ sensory breaks before cognitive tasks, not just at the start of the day and after break times but infused throughout the day. Shaking out and patting different parts of the body can release tension. Here are some movement routines: GoNoodle Guacamole
Children need to spend plenty of time each day moving about. Lack of movement will impact on a child's ability to maintain attention and concentration in the classroom/setting.
A Calm Box is a container for 2-3 small sensory bits and pieces that can shift a pupil's state towards calm and alert. These can be prepared and used when needed.
Meditation and Mindfulness practices can be helpful although they may not suit everyone. Here are some simple breathing, relaxation and mindfulness activities to try: Seven techniques for helping kids keep calm - CBeebies - BBC
Breathing is an effective tool for calming the nervous system which can be used by anyone, anywhere, anytime!
Exhaling for longer than inhaling helps to override the fight/flight/freeze system.
e.g. Breathe in for 4, hold for 2, breathe out for 6, hold for 2 (and repeat).
Sensory Comfort: consider what you can do to make the sensory environment as comfortable as possible. There is so much that is possible and you can involve your learners in making choices about: texture, colour, layout, sound levels, music, lighting , displays, smell, temperature, areas for privacy and retreat.
Safe Spaces: consider how to create different types of calm, safe spaces in the school/setting. This might include a 'sensory room' but doesn't need to be expensive. Some soft throws, gentle lighting, a beanbag and some aromatherapy oil can provide a relaxing atmosphere.
Outdoors: If this is an option then try to make use of time outside as much as possible. It is well documented that being outside supports regulation, relaxation and positive mental health. This also goes hand in hand with providing greater opportunity for movement and sensory experience.