Coregulating with our students using a variety of strategies

Coregulation involves staff actively engaging with students to help them manage their emotions and behaviours. This might include calming techniques such as deep breathing exercises, offering a listening ear, providing verbal reassurances, or modelling appropriate responses. Our staff are trained to recognise when a student needs support to use strategies to help them to regulate.

Movement breaks as required

Regular movement breaks are integrated into the school day to help students expend energy, reduce stress, and improve focus. These breaks can be scheduled at set times during the day or provided as needed based on a student’s individual requirements. Activities may include stretching, walking, or brief physical exercises.

Calm classrooms with low visual clutter

We strive to maintain a calm and organised classroom environment with minimal visual distractions. This helps students focus better and reduces sensory overload. Walls are kept clear of excessive posters and decorations, and classrooms are arranged in a way that promotes a sense of order and calmness.

Sensory box or tools to support focus with clear expectations on use

Sensory boxes containing tools such as stress balls, fidget spinners, or textured objects are available to help students maintain focus and manage anxiety. We ensure that students understand how and when to use these tools effectively, setting clear expectations to maximize their benefits without causing distractions.

Daily visual timetable or verbal for specialist teachers

A daily visual timetable is displayed in classrooms to help students understand the structure of their day. For specialist teachers, verbal cues may be used. This consistent routine helps students feel secure and reduces anxiety about what to expect throughout the day.

Reconnecting with students after dysregulation episode

After a student experiences dysregulation, it’s important to reconnect with them in a supportive manner. This involves discussing what happened, identifying triggers, and developing strategies to handle similar situations in the future. The goal is to reinforce a positive teacher-student relationship and to help the student feel understood and supported. Where possible a leadership staff member will release the class/specialist teacher to do this in a timely manner after periods of dysregulation.

Teaching strategies to our students to help them regulate

We actively teach students various self-regulation strategies. These may include mindfulness practices, breathing exercises, problem-solving skills, and how to recognise and articulate their emotions. Our Wellbeing Hub is available for students to use if required. The Wellbeing Hub contains a range of sensory equipment, quiet spaces, low lighting and interoception activities that can be used to support.

Monitoring noise levels to support regulation

Maintaining an appropriate noise level in learning spaces is crucial for concentration and emotional regulation. We monitor and adjust both the classroom and specialist learning areas to ensure they remain conducive to learning.

Setting expectations about transitioning and moving between spaces

Clear expectations are set for transitioning between activities and moving through different spaces within the school. These routines are taught and reinforced regularly to help students understand what is expected of them, reducing anxiety and promoting smooth transitions.