Zones of Regulation
At St Andrew’s C of E, we recognise the importance of the emotional wellbeing of our pupils and their families. We aim to create an open culture around the discussion of mental health and wellbeing and to empower our children to be able to regulate their emotions. By implementing the Zones of Regulation programme, we aim to teach our pupils to identify emotions in themselves and others and provide them with a bank of strategies to help regulate their emotions and improve their wellbeing.
What are the Zones of Regulation?
The Zones of Regulation are a self-regulation programme to help students understand their different internal emotions, sensory needs and thinking patterns
The Zones framework is used to teach self-regulation by categorising all the different ways we feel, and states of alertness we experience, into four concrete-coloured zones.
It provides strategies to teach students to become more aware of, and independent in, controlling their emotions and impulses, managing their sensory needs and improving their ability to problem solve conflicts.
Everyone experiences all the Zones—the Red and Yellow Zones are not the “bad” or “naughty” Zones. All the Zones are expected at one time or another. The Zones of Regulation is intended to be neutral and not communicate judgment and helps students work towards being independent in self-regulation.
The Zones of Regulation aim to:
- Teach students the vocabulary for emotions
- Help them identify when they may move between different zones throughout the day
- Teach skills in reading facial expressions
- Identify triggers they may experience in school or at home
- Teach problem solving skills
- Enable students to identify tools and strategies to help them self-regulate
Understanding more about the Zones of Regulation
The Red Zone is used to describe extremely heightened states of alertness and intense emotions. A person may be elated or experiencing anger, rage, devastation, or terror when in the Red Zone.
The Yellow Zone is also used to describe a heightened state of alertness and elevated emotions; however, one has more control when they are in the Yellow Zone. A person may be experiencing stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness when in the Yellow Zone.
The Green Zone is used to describe a calm state of alertness. A person may be described as happy, focused, content, or ready to learn when in the Green Zone. This is the zone where optimal learning occurs.
The Blue Zone is used to describe low states of alertness and down feelings such as when one feels sad, tired, sick, or bored.
All the zones are natural to experience, but the framework focuses on teaching students how to recognise and manage their Zone, based on the environment and its demands and the people around them.
Why do we use Zones of Regulation?
Sometimes young people struggle to recognise their emotions, and especially the tools needed for self-regulation.
Zones of Regulation is designed to help students recognise their emotions and how this influences their behaviour. As well as learning to understand how their behaviour impacts themselves and those around them and learn what tools they can use to manage their feelings and states.
How do we use Zones of Regulation within school?
Zones of Regulation is implemented within the curriculum.
Students and staff are encouraged to use Zones of Regulation vocabulary. For example, “This is really frustrating me and making me go into the Yellow Zone. I need to use a tool to calm down. I will take some deep breaths.”
Students will discuss the Zones they are feeling, as well as developing toolkits to help with self-regulation.
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