Zones of Regulation

At Elmridge, we recognise the importance of promoting positive mental health and emotional wellbeing with our children, families and within our wider community. Our vision is to create an open culture around the discussion of mental health and wellbeing and to empower our children to be able recognise, accept and regulate their emotions. By implementing the ‘Zones of Regulation‘ Curriculum, we strive to teach our children to identify emotions in themselves and others, whilst developing a bank of strategies to help them regulate their emotions, improving their wellbeing.

The Zones of Regulation is an internationally renowned curriculum that supports and teaches children to manage difficult emotions. Self-regulation can go by many names such as ‘self-control’, ‘impulse management’ and ‘self-management’. Self-regulation is best described as the best state of alertness for a situation. For example, when your child takes part in a sports game or activity they would need to have a higher state of alertness than when, for example, they are reading or completing work. From time to time, all of us (including adults) find it hard to manage strong feelings such as worry, anger, restlessness, fear or tiredness, and this stops us from getting on with our day effectively. Children who feel these emotions can find it hard to learn and concentrate in school. The Zones of Regulation aims to teach children strategies to help them cope with these feelings so they can get back to feeling calm and ready to learn. These coping strategies are called ‘self-regulation’.

We aim to help children to:

• Recognise their different Zones and learn how to change or stay in the Zone they are in.

• Increase their emotional vocabulary to better explain how they are feeling.

• Recognise when other people are in different Zones, developing empathy and compassion.

• Recognise personal triggers, developing an understanding of what might make them move into the different Zones.

• Understand that emotions and sensory experiences such as lack of sleep, hunger and their environment might influence which Zone they are in.

• Develop problem-solving skills and resilience.

• Identify a range of calming and alerting strategies that support them (known as their personal ‘toolbox’).

What are the different Zones?

Blue Zone: low level of arousal; not ready to learn; feels sad, sick, tired, bored, moving slowly.

Green Zone: calm state of alertness; optimal level to learn; feels happy, calm, feeling okay, focused.

Yellow Zone: heightened state of alertness; elevated emotions; has some control; feels frustrated, worried, silly/wiggly, excited, loss of some control.

Red Zone: heightened state of alertness and intense emotions; not an optimal level for learning; feels mad/angry, terrified, yelling/hitting, elated, out of control.

We will teach the children that everyone experiences all of the zones. The Red and Yellow Zones are not ‘bad’ or ‘wrong’ zones. All of the Zones are expected at one time or another. We will show them that, for example, the Blue Zone is helpful when you are trying to fall asleep and that the Green Zone is the expected Zone for learning.

How can you help your child use the Zones of Regulation at home?

• Identify your own feelings using Zones language in front of your child (e.g.: “I’m frustrated. I think I am in the Yellow Zone.”)

• Talk about what tool you will use to be in the appropriate Zone (e.g.: “I need to take four deep breaths to help get me back to the Green Zone.”)

• At times, wonder which Zone your child is in or, discuss which Zone a character in a film / book might be in. (e.g.: “You look sleepy. Are you in the Blue Zone?”)

• Engaging your child in discussion around Zones when they are in the Red Zone is unlikely to be effective. Discuss the different Zones and tools they can use when they are more regulated/calmer.

• Teach your child which tools they can use. (eg: “It’s time for bed. Let’s read a book together in the comfy chair to get you in the Blue Zone.”)

• Regular Check-ins. “How are you feeling now?” and “Which Zone are you in now?”

• Modelling. It is important to remember to show children how you use tools to get back to the Green Zone. You might say “I am going to make myself a cup of tea and do some breathing exercises because I am in the Blue Zone” and afterwards tell your child how using those tools helped you get back to the Green Zone.

• Share how their behaviour is affecting your Zone. For example, if they are in the Green Zone, you could comment that their behaviour is also helping you feel happy / go into the Green Zone.

• Put up and reference the Zones visuals and tools in your home.

• Praise and encourage your child when they share which Zone they are in.