Wellbeing

SWPBS

Revisiting Whittlesea Primary School 'Calm Down' strategies:  

Deep breathing exercises are a simple but effective way to calm students down when dysregulated in the classroom. Slow breathing in through the nose and out through the mouth can slow the heartbeat down and support student to calm.

Distraction can sometimes be a useful way to help a student to stay calm. A variety of books, calm colouring, word finds, fidget toys and can beuseful. Having books in the calm down space provides children with a distraction away from their emotional state. Drawing and colouring is a form of art therapy and helps children to calm down and express emotions. Each classroom's calm down space has a supply of colouring books, calm colouring, plain paper and sharpened pencils for students to use.  

Sensory tactile objects, also known as ‘fidget toys’, are objects for students to hold and touch. They also help students to refocus and gain control over their emotions. A ‘calm down tool kit’ is available for students if required. Personal sensory boxes can also be developed to cater for individual needs. 

Possible fidget toys could include: 

• Stress Balls – Students can squeeze and poke the stress ball to release negative emotions. 

• Calming Bottles – Fill a plastic bottle with water and items such as glitter and jelly beads. Students can  stare at the glitter floating around. This settles their breathing and emotions. 

• Bottle of Bubbles – This helps students control their breathing and calm down. 

• Small Puzzles – Puzzles distract students away from negative emotions, calming them down.

 • Stretchy Bands – Put a range of different sized rubber bands in the kit for students to pull and stretch. 

• Pipe Cleaners –Students can bend them into different positions. 

• Noise Cancelling Headphones – Some students become overwhelmed when there is too much noise. By blocking out the noise, the student can calm themselves down. 

Calm Down Spaces:

When students are dysregulated, they may need a space to regulate their emotions and be ‘calm’. All learning areas at WPS have a designated area in the classroom that students can use to take some time to regulate and then continue with their learning. 

When students feel great frustration,  anger, sadness or anxiety, they become confused and may be unsure how  to control their emotions. By providing them with a quiet place to calm themselves down, students can regain control over their emotions. This also provides opportunities for diffusing a negative emotion or situation  

before it escalates. 

Setting up a ‘calm down space’ in the classroom gives students the responsibility of self-regulating their emotions in a peaceful and a safe place. 

Disability Inclusion

How Speech Pathologists and Occupational Therapists Can Support Students

Allied health can play an vital role is supporting students with additional needs. Two important specialists are Speech Pathologists and Occupational Therapists (OTs). These professionals play a valuable role in both short-term and long-term support for students.

Speech Pathologists

Speech Pathologists help students with:

• Understanding and using language
• Developing clear speech sounds
• Building social communication skills
• Supporting literacy (reading, spelling, writing)

Short-term support might include targeted programs to build vocabulary, speech sounds, or listening skills.

Long-term support can help students develop communication skills that are essential for learning in all subject areas, forming friendships, and expressing themselves with confidence.

Occupational Therapists (OTs)

Occupational Therapists support students with the skills they need to participate fully at school. This may include:

• Fine motor skills (e.g., handwriting, cutting, using tools)
• Gross motor skills (e.g., balance, coordination, strength)
• Sensory processing (managing sound, movement, touch, or other sensory input)
• Everyday independence skills (e.g., organising materials, self-care, managing routines)

Short-term support may involve specific strategies or equipment (like pencil grips, movement breaks, or classroom adjustments).

Long-term support helps students build independence, confidence, and the ability to manage their learning and daily life successfully.

Working Together

Speech Pathologists and OTs often work in partnership with teachers and families. Their input helps us:

• Set practical goals
• Provide strategies for home and school
• Ensure children are supported to thrive both in learning and in life.

By working as a team, we can make sure every child has the right supports in place — whether it’s for a short time to build specific skills, or long-term to support ongoing needs.

If you think your child could benefit from the support of an Speech Pathologist or Occupational Therapist, you can reach out to your child's classroom teacher, the Wellbeing Team or your GP for advice. In some circumstance a GP can set up a Care Plan that allow a small number of subsidised session.