This week mainstream students in Years 1 to 6 are focusing on strategies to use to regulate emotions and energy. They are specifically learning how to identify the triggers that have got them there and the tools they can use to get back into the green zone. Practising these strategies while they are calm helps students remember to use them when it matters most. Ask your child which tools they like to use. 

Early Stage 1 students are learning about the Zones of Regulation and the emotions that can be found in each zone. We aim to be in the green zone (optimal for learning and life). When at home, see if your child can identify an emotion/feeling they are experiencing and which zone it sits in. There are no good or bad zones - all feelings are valid. See the list here:

• Blue Zone - hurt, sad, tired, sick and shy.
• Green Zone - calm, happy, ready to learn and proud.
• Yellow Zone - silly, worried, upset, excited and scared.
• Red Zone - anxious, angry and elated.

More and more students in support classes are discovering unfamiliar parts of our playground so the lessons from last week reinforce where it is safe to play. There are places where there is no supervision so students need to have these ‘out of bounds’ areas pointed out. When at home or entering the school, ask your child to show you where they can play and where they should avoid playing.

Last week, students were practising different tools to help them get to the green zone. We all have different energy levels at different times of the day and it is important that we maximise learning time by being in the correct zone.There are lots of tools we can use to get back into the Green Zone:

• Some are physical, e.g. fidget toys
• Some are mental, e.g. Inner Coach and Inner Critic
• Some are breathing e.g. 6 sided breathing

There are preventative measures parents can help with. These include; having good sleep routine, asking clarifying questions, and reducing and monitoring screen time. Ask your child what helps them best.

Early Stage 1 students are reviewing expected behaviours in the playground and reflecting on times when they may have had uncomfortable thoughts about someone at school because of what they were saying or doing. These thoughts can also happen in other settings. It is important to ask your child if they have had any of these thoughts and how they can best handle it.