About this resource
A calm corner is a small, visible space students can choose to use for a few minutes when they need to regulate. This guide covers setting one up, teaching a simple routine and using eight strategy cards, and it is clear about what a calm corner must never be used for.
Purpose
To give students a predictable, voluntary place and routine to regulate, and to teach a shared set of regulation strategies.
Who it is for
Primary profession: Educators and school support staff. Also relevant for occupational therapists.
Client or participant group: Primary school students, used by classroom teachers and learning support staff.
Practice setting: Mainstream and specialist primary classrooms.
Suggested uses
- Setting up a calm space at the start of the year
- Teaching the whole class a shared regulation routine
- Supporting individual students who need regular breaks
- Refreshing classroom routines after holidays
Instructions for practitioners
- Set up the space with the class, explaining it is for anyone, at any time, by choice.
- Teach the routine and the strategy cards when students are calm.
- Keep visits short and supervised, and check in afterwards.
- Never use the space as a punishment, for isolation or to prevent a student from leaving.
- Review use regularly and talk with families and support staff where a student uses it often.
Instructions for clients or participants
- Notice how you are feeling.
- Ask or signal that you need the calm corner.
- Choose a card and try the strategy for a few minutes.
- Check in with your teacher, then return to learning.
Accessibility considerations
Cards use icons and short labels. Position the space so it is visible and accessible, offer alternatives for students with sensory needs, and teach the routine with modelling and visuals.
Scope and limitations
A general classroom wellbeing resource. It must not be used for seclusion, exclusion, time-out as punishment or any restrictive practice, and it does not replace individual support plans.
Higher-risk topic: use only within your training, supervision and organisational procedures.
Research basis
Children learn to self-regulate through warm, responsive co-regulation from adults and predictable environments. Understanding, naming and choosing strategies for emotions are central to emotion regulation; putting feelings into words and finer emotion distinctions are linked to better regulation.
- Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840x.2014.940781
- Kashdan, T. B., Barrett, L. F., & McKnight, P. E. (2015). Unpacking Emotion Differentiation: Transforming Unpleasant Experience by Perceiving Distinctions in Negativity. Current Directions in Psychological Science, 24(1), 10–16. https://doi.org/10.1177/0963721414550708
- Kircanski, K., Lieberman, M. D., & Craske, M. G. (2012). Feelings Into Words: Contributions of Language to Exposure Therapy. Psychological Science, 23(10), 1086–1091. https://doi.org/10.1177/0956797612443830
- Murray, D. W., Rosanbalm, K., Christopoulos, C., & Hamoudi, A. (2015). Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective (OPRE Report 2015-21). Office of Planning, Research and Evaluation, US Department of Health and Human Services. https://acf.gov/opre/report/self-regulation-and-toxic-stress-foundations-understanding-self-regulation-applied
What is included
A 3-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced.
