Three Simple Structures to Support Emotional Regulation in the Classroom

As primary school teachers, fostering a positive, emotionally supportive environment is essential to student success. Social Emotional Learning (SEL) plays a crucial role in helping students develop emotional regulation, which is key for academic performance and overall well-being. Emotionally regulated children can better focus, manage stress, and interact harmoniously with peers and adults. Fortunately, there are simple strategies and structures that can be incorporated into your daily classroom routine to help children emotionally regulate. Here are three approaches to consider:

1. Routine and Predictability

One of the most effective ways to support emotional regulation is through the power of routine and predictability. Children, especially younger ones, feel more secure and are better able to manage their emotions when they know what to expect. By establishing clear and consistent classroom routines, you give students a sense of control and stability, which can reduce feelings of anxiety and stress.

How to implement this:

• Create a visual schedule: Use pictures or symbols to represent different parts of the school day. This allows students to track what is coming next and prepares them for transitions.
• Daily check-ins: Start each day with a morning routine that helps children reflect on their feelings. Ask them questions like, “How are you feeling today?” or “What are you excited about?” This can help students recognize their emotions and set intentions for the day.
• Transition cues: Transitions can be challenging for young children, so it’s helpful to use consistent, calming signals (such as a song, bell, or hand gesture) to mark the end of one activity and the beginning of another.

By providing this structure, students know when they can expect changes and are better equipped to manage any anxiety that might arise from uncertainty.

2. Calm-Down Spaces

In moments of heightened emotions—whether it’s frustration, anger, or sadness—it’s important for students to have a designated space where they can take a break and regulate their feelings. A calm-down space gives children a safe, quiet place to process their emotions away from distractions or overstimulation.

How to implement this:

• Create a “calm corner” in your classroom with soft cushions, sensory items (like stress balls, fidget toys, or textured fabric), and calming visuals (such as posters with breathing exercises or soothing colors).
• Teach the purpose: Clearly explain to students that this space is not for punishment, but rather a place where they can go to feel better when emotions become overwhelming.
• Encourage deep breathing or mindfulness: Include a chart with breathing techniques or a mindfulness activity that children can follow while in the calm-down space. This could involve practices like “Take five deep breaths” or “Picture a happy place.”

Having this space can give children the emotional tools they need to regain their composure, allowing them to rejoin the class feeling calm and ready to engage.

3. Feelings Charts and Self-Awareness Tools

Teaching students to recognize and label their emotions is a critical skill for emotional regulation. By integrating feelings charts and self-awareness tools into your classroom routine, you empower children to understand and express how they are feeling. This can help reduce the intensity of their emotions, as they have a way to identify and communicate what’s happening inside.

How to implement this:

• Feelings chart: Display a feelings chart with a range of emotions (happy, sad, angry, worried, etc.) at student eye level. Encourage students to point to the face or word that matches how they are feeling at various points during the day.
• Emotion check-ins: Periodically ask students to check in with themselves using the feelings chart. This can be part of a daily or weekly routine, such as after lunch or before group activities.
• Self-regulation prompts: Teach students specific strategies for managing emotions based on what they’re feeling. For example, “If you feel frustrated, try counting to ten,” or “If you’re feeling anxious, try taking slow, deep breaths.”

These simple tools help students become more self-aware, allowing them to identify their feelings and begin the process of self-regulation.

Conclusion

By incorporating these three simple structures—routine and predictability, calm-down spaces, and feelings charts—teachers can create a supportive classroom environment where emotional regulation is encouraged and practiced. The goal is not to eliminate emotions, but to help children understand and manage them in healthy, constructive ways. As a result, students will be better equipped to navigate challenges both in and out of the classroom, ultimately fostering a positive learning experience.