Zones of Regulation

At Havelock Primary School, we follow The Zones of Regulation in each class. We use the zones to support the children to understand emotions feelings.

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 often 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’.

At Havelock, we have launched the Zones of Regulation throughout the whole school a few years ago. We want to teach all of our children good coping and regulation strategies so they can help themselves when they experience anxiety and stress. In the classroom, sometimes children panic when faced with a tricky learning problem or challenge. By teaching them how to cope with these feelings, we might make them better at tackling learning challenges and build better resilience so they don’t give up so easily when faced with difficulty.

We want children at Havelock to grow into successful teenagers, then adults. Teaching the children at a young age about managing their feelings will support them in later life.

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; out of control; feels mad/angry, terrified, yelling/hitting, elated, out of control.

How do children learn about the Zones?

Children are introduced to the Zones through discrete teaching lessons and through our PSHE curriculum. We will also be using the Zones language as part of daily school life so all staff will be referring to them, not just their class teacher.

Some children might prefer not to use the ‘Zones language’ but label the emotions directly – this is fine and encouraged!

We aim to help children to:

Recognise when they are in the different Zones and learn how to change or stay in the Zone they are in.
Increase their emotional vocabulary so they can explain how they are feeling.
Recognise when other people are in different Zones, thus developing better empathy.
Develop an insight into what might make them move into the different Zones.
Understand that emotions, sensory experiences such as lack of sleep or 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 ‘toolkit’.)

How can you help your child use the zones 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?”)
Engage your child in discussion around Zones when they are in the Red Zone is unlikely to be effective. You need to be discussing the different Zones and tools they can use when they are more regulated/calm.
Teach your child which tools they can you. (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 “How can you get back to Green?”
Modelling It is important to remember to show the children how you use tools to get back to the green zones. 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.