Regulation for Learning

Practical strategies to support regulation in the classroom

As we head back in to the start of the school year, it's the perfect time to refresh and reset our strategies to support our kids proactively in the classroom. Self-regulation is a foundational skill for learning, social participation, and emotional wellbeing, and building a safe environment with regulation at the forefront is one of the best ways we can support our kids to thrive at school.

In the school environment there are lots of demands including sitting at a table, listening for long periods of time, transitioning environments, managing their emotions, and playing with new peers. For many children, particularly those with sensory processing differences, neurodivergence, trauma histories, or developmental delays, these demands can be challenging and we need additional support within the classroom.

First Things First - What is Regulation?

Regulation refers to a student’s ability to maintain an optimal level of alertness, attention, and emotional control to suit the demands of a task or environment. This includes being calm and quiet when it suits (reading time), or being energetic when required (PE). 

Many children find it hard to achieve this “just right” level of regulation due to the various environmental demands and their needs. So we try to offer a range of supports to match your child's individual needs, preference, and regulation requirements. 

Greg Santucci, 2021

As we see above in Greg Santucci’s Model of Child Engagement (MoCE), the first step is safety and trust followed by regulation as the key foundational blocks before our kids can achieve participation in tasks. This is the same for school - we need to be regulated before we can even start with learning! Below are some strategies you can ask your school to support! 

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IMPORTANT NOTE 

• Below are some general strategies that can support many students in the classroom. However, each child is different and there is no “one size fits all” solution. 

• The best approach is to work with your child, school and with an Occupational Therapist to determine the strategies that suit your child and support them best.

• This can be supported through our D.O.T.S. parent strategy and solution sessions - Where you can chat for 45 minutes about your child, any concerns you have, and get set up with some strategies specific to your child's needs. These can be booked with immediate availability - reach out to our team to enquire now. 

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Regulation Strategies for the Classroom

All of these strategies are best used proactively (BEFORE dysregulation) and as a part of daily routines. Often many will be beneficial implemented on a whole classroom level to support all children. 

1. Movement Opportunities

• Many children benefit from additional movement in their day, to support their regulation and give them a break from staying still for so long. Some activities include:

  • Short 15 minute movement breaks after sustained sitting - dancing, yoga, star jumps, it all helps! 

  • Incorporating alternative seating including wobble cushions, wobble stools and foot fidget bands. This allows movement to be incorporated during focused tasks 

  • Having intensive movement in the morning before or after school to support movement needs! 

2. Visual Schedules 

• Having a schedule with images and showing the structure of the day can support predictability and allow our kids to prepare themselves for the day ahead.

  • Having both words and pictures can support our early readers. 

  • Some kids may benefit from a smaller schedule on their desk breaking down tasks into steps or more detail. 

3. Other Sensory Supports

• Some kids require additional sensory input, or support to manage their regulation in the day. Some include

  • Fidget tools for hands that need to move - we love the ones from Kaiko!

  • Noise reducing headphones, including over the ear (might be more comfortable), and loops for a more discreet option! 

4. Calm Spaces

A designated calm or regulation space allows students to reset on a difficult day or when needing some time to themselves. Most schools can set these up in a small corner of the classroom, in a shared space, or between classrooms. Some items to include might be.

• Soft, comfortable seating including bean bags, small fidgets or visual calming supports. , 

• Ensure to frame and support this space as a regulation tool - not a “reward” or “punishment” and teach students how and when to access the space. 

Regulation is not about teaching children to “behave”, but about supporting nervous systems so students can engage, learn, and thrive. When classrooms are designed with regulation in mind, they become more supportive for all learners.

If you have any questions or support on regulation at school, be sure to reach out to our team to arrange some specific school based Occupational Therapy support.