Helping Our Children Handle Big Feelings: A Guide to The Zones of Regulation 

At Wincham Community Primary School, we believe that for children to be successful learners, they first need to be happy and emotionally regulated. You might have heard your children talking about being in the "Green Zone" or the "Blue Zone" recently. I wanted to take a moment to explain exactly what this means and how we are using it to support your child’s emotional growth.

What are the Zones of Regulation? Put simply, the Zones of Regulation is a framework we use to help children categorize the complex feelings they experience into four simple, coloured zones. It teaches them that all feelings are okay, but it helps them recognise how they are feeling so they can manage those feelings effectively.

• 🟦 The Blue Zone: Low energy. Used to describe when we feel sad, tired, sick, or bored.

• 🟩 The Green Zone: The ideal state for learning. Used to describe when we feel happy, focused, calm, and proud.

• 🟨 The Yellow Zone: Higher energy. Used to describe when we feel frustrated, worried, silly, or excited. We might need to take caution here.

• 🟥 The Red Zone: Very intense energy. Used to describe when we feel angry, terrified, or out of control.

Why do we use it? (The Science Bit!) Regulation is the ability to adjust our energy levels and emotions to meet the demands of the situation around us. Science tells us that self-regulation is a brain-based skill that develops over time, much like learning to read or write. When a child is "dysregulated" (perhaps overwhelmed by stress or excitement), their "thinking brain" often goes offline, making it hard to listen or learn. By teaching these zones, we are helping to wire their brains to recognise these states and handle them safely.

Overview of Survey Outcomes

The quantitative data from the survey indicates an overwhelmingly positive response to the sessions, with parents recognizing the essential nature of this curriculum for their children's future.

• Promoting Core Values: 95.9% of respondents stated that the lesson "completely" promoted the values of kindness, compassion, and respect.

• Curriculum Relevance: 100% of parents felt the importance of learning about global citizenship and diverse cultures was either "Essential" or "Very Important" for their child’s future.

• Engagement: The vast majority of parents agreed that the materials were age-appropriate and that the 'Stay & Do' format significantly helped them understand how we teach the Equality Act.

• Impact: There was a strong consensus that these lessons provide a solid foundation for empathy, with most respondents selecting "Yes, I do" or "Significantly helped."

Thematic Analysis of Feedback

We have collated the free-text responses and identified four key themes. These align closely with our school’s pedagogical approach, particularly our focus on high-quality literature and inquiry-led learning.

1. The Power of High-Quality Texts ('Hooks')

A recurring theme in the feedback was the effectiveness of the storybooks used as the 'hook' for the lesson.

• Parents noted that children were "engrossed" and "gripped by the book."

• One parent observed that "when the characters were being unkind, the children’s jaws dropped," illustrating how powerful narrative is in teaching empathy.

• This validates our curriculum design, which prioritizes high-quality literary texts to stimulate emotional engagement before moving into discussion.

2. Teacher Enthusiasm and Inclusive Practice

There was significant praise for the teaching staff's delivery.

• Specific comments highlighted staff enthusiasm (e.g., Mr Garner-Laing in Year 6) and the ability to make "all children feel special and valued."

• Parents appreciated how teachers managed discussions, ensuring children felt safe to share their thoughts—a crucial element of creating a safe and inclusive space.

3. Impactful Activities

The interactive elements of the lessons were cited as particularly effective.

• The "Mirror Activity" in Year 1 was described as "powerful," helping children articulate positive affirmations about themselves.

• Parents in Reception noted how much children loved the activities that allowed them to "make their own choices," reinforcing that it is okay to be different.

4. Constructive Feedback: Context and Clarity

As a school committed to continuous improvement, we value constructive feedback. A few themes emerged where we can improve clarity:

• Connecting the Dots: A small number of parents felt the link between the activity and the "No Outsiders" concept could be made more explicit, particularly if they were unfamiliar with the specific text being read.

• Deepening Understanding: One feedback point noted that a child struggled to grasp the specific challenges faced by a character with a limb difference. This highlights the need for us to continue revisiting these concepts spirally, as empathy is a complex skill that develops over time.

• Legislative Links: A suggestion was made to provide a clearer explanation of the link to the Equality Act during the session for parents.

Response and Next Steps

Based on this evidence and adhering to Education Endowment Foundation (EEF) guidance on effective social and emotional learning, we will take the following actions:

1. Explicit Framing: We will ensure that parents who attend future 'Stay & Do' sessions are provided with a brief "Parent Primer"—a quick summary of some of the pedagogy (teaching theory) to explain the reasons why we do what we do in the way we do it.  This will ensure all adults in the room understand the learning intent immediately.

2. Continuous Provision: We will continue to treat these Global Goals as "golden threads" running through our curriculum, not just one-off lessons. The feedback confirms that while one lesson is powerful, consistent reinforcement is key for children to fully grasp complex differences (such as physical disabilities).

3. Celebrating Success: We will share the specific positive feedback regarding staff enthusiasm with the teachers named; recognizing their passion contributes to our warm and enthusiastic school ethos.