Wellbeing

As a school, we recognise the importance of well-being and aim to create a culture that empowers our students to develop strong positive character traits and group dynamics. Here at St Peter’s, we use the Zones of Regulation to support students in identifying and describing their feelings, energy, and emotions. 

What are the Zones of Regulation?

The Zones of Regulation is a framework for teaching students to identify and recognise their emotions, learn about possible triggers for these emotions, and develop strategies and problem-solving skills for dealing with them.  

The Zones use four colours to help students self-identify how they function in the moment, given their emotions and states of alertness. 

The important message is that there is no 'good or bad' zone, but that everyone experiences all 'Zones' at one time or another. The aim is for students to be able to identify and problem solve when they are in a particular 'zone' and employ strategies to help manage their emotions and ultimately return to the 'Green Zone', which is optimal for learning. 

Outline of the Zones:

Blue Zone is used to describe low states of alertness (e.g. sad, tired, sick or bored) when our body and/or brain is moving slowly or sluggishly.

Green Zone is used to describe a regulated state of alertness (e.g. calm, happy, focused or content). Being in the Green Zone shows control and is generally the zone we need to be in for schoolwork and being social.

Yellow Zone is used to describe a heightened state of alertness (e.g. stressed, frustrated, anxious, excited, silly, nervous or confused). The Yellow Zone is starting to lose some control.

Red Zone is used to describe extremely heightened states of alertness or very intense feelings (e.g. anger, rage, panic, terror or elation). Being in the Red Zone can best be explained by not being in control of one’s body.

How can you support The Zones of Regulation at home?

• Use Zone language to teach and support self-awareness and regulation skills.
• Model the Zones yourself, checking in and helping children see and hear from adults that all the Zones are experienced and okay. For example, “I am feeling tired because…, I am in the Blue Zone. I’m going to go for a walk to help me feel more alert.”
• Help your child gain awareness of their feelings, the Zone they are in, and what tools might help them regulate. For example, “I can see you are frustrated; you are in the yellow zone. Let’s take a trampoline break and then come back to finish this off.”

Natasha Franchina

Learning Diversity & Wellbeing Leader