The Impact

 The Challenge

A primary school was seeking ways to better support pupils struggling with emotional regulation, particularly those with neurodivergent needs. Teachers reported that some children found it difficult to manage frustration, anxiety, or sensory overload, leading to disengagement from learning. The school wanted a structured, consistent approach that could be easily implemented across all classrooms to help pupils recognise and regulate their emotions independently.

The Approach

I created and gathered visual tools to support emotional self-regulation.  

I developed and curated a range of visual tools to support emotional self-regulation. For these resources to be used effectively, they must first be introduced and modelled. This can be done with the whole class, in assemblies, or within small group sessions.

Resources included
✔️ Breathing Exercise Cards – Step-by-step guides to help pupils practice calming breathing techniques.
✔️ Emotion Identification Support – Visual charts and emotion cards to help children recognise and name their feelings.
✔️ Break Cards – Allowing pupils to request a short, structured break when overwhelmed.
✔️ Self-Regulation Tools – Strategies such as grounding techniques and simple mindfulness exercises.

The Outcome

After implementation, the school noticed significant benefits, including:
✔️ Increased Independence – Pupils were able to use the station without constant adult intervention, helping them take ownership of their emotional regulation.
✔️ Reduced Classroom Disruptions – Fewer emotional outbursts and improved focus on learning.
✔️ Consistent Support Across the School – With a Regulation Station in every classroom, pupils had access to familiar tools regardless of their teacher or environment.
✔️ Improved Emotional Awareness – Children became more confident in recognising and verbalising their feelings.