# data[].attributes.body
Some of the coping skills I see are:
-breaks
-adult coloring books
-sensory items
-social stories
-taking a walk
-iPad break

# data[].attributes.attachment_link.description
See all the wonderful things Lexi Smith has made

# data[].attributes.body
- taking a break
-sensory breaks
- manipulative
- story boards using pictures of emotions

# data[].attributes.body
In our classroom we have implemented breaks within our school day where the kids can go for a walk, use sensory items, play on the computer. Next year, we will have a sensory room where the students can take a break(trampoline, body sock, swing), we also have an isolated time out room if needed. We work on no, small, and large problems in my class and what reactions need to match the situation.

# data[].attributes.body
Our school is very good about using PBIS, so my preschoolers have a calm-down routine. It typically involves them sitting in a private area, where they have access to fidgets and things. They also are instructed to put their hand on their belly and take deep breaths. We also have a calm-down song if needed!

# data[].attributes.body
Zones of regulation is super helpful! Students learn to identify their feelings and find appropriate ways to deal with them. I also have designated a chill out area in my classroom with sensory toys and bean bags.

# data[].attributes.body
I had a student with severe anxiety. She would get easily anxious in class. She would cope by bringing putty to class to play with in her hand. This helped her to not "pick" at her skin which is what she used to do under stress. This really seemed to work for her.

# data[].attributes.body
Some of the coping skills we use at our school include, taking some deep breaths, taking motor breaks (going on a walk around the building), sensory breaks with Play-Doh or other hands on activity, moving away from the activity for a short break.  I've also seen kids use strategies such as swinging.  We have also used something like a visual thermometer and ask the students "is this a BIG problem or a little problem". It goes along with what they are learning in their social skills group and sometimes that is all that needs to be said. Its a quick reminder to help keep them in check of their reactions. A friend of mine has a son with Autism and he used to like to get on the swings and swing as high as he could for a period of time and when he was done, he was ready to get back to whatever he was doing before.
Patti

# data[].attributes.body
I have had students use deep breathing, counting down, cool down corner, sensory break (trampoline), break card to go on walks with peer or para, office to sit but not as a consequence.
Tammy

# data[].attributes.body
Part of our Teachtown curriculum is a domain called Self-Regulation & Coping. In this we practice taking deep breaths, knowing when to take a break, being able to express feelings, knowing how to cheer yourself up, and trying again when you make a mistake.
I've seen other students in my building doing similar things. I believe MELT is a type of deep breathing exerciser the kids are taught, and I believe learning how to express your feelings is part of 2nd Step.
Tiffany

# data[].attributes.body
We all cope in different ways, and my learners cope differently too. Some of my learners may just need some space when they are dealing with a situation. Some learners might need to hear a therapeutic voice telling them that they are going to be okay. Some students need you to model coping (such as taking a deep breath) or use social stories. Some learners need fidget items, communication devices, chewy necklaces, etc.

# data[].attributes.body
In my room, I have a calm down corner where students can go to calm down.  There are fidgets, resistance bands, sensory bottles, etc.  Other options include deep breathing, going for a walk, deep pressure techniques, drawing/coloring/writing, building with legos/K'nex, pushing on the door frame, or talking with an adult.
Alysha

# data[].attributes.body
I have students use fidgets and sensory toys to relax. Many students requests breaks or to take a walk with a trusted adults. I have a cool down area where they can go and follow a routine for returning to class including taking breaths and maybe writing about what they're feeling. I also have students who have some severe behavioral needs who use a thermometer chart to gauge their level of anger and the chart has a list of strategies for each level for them to use to determine what the next steps are.

Sara

# data[].attributes.body
In my room, I have fidget toys, a break area, brain break cards, and option to take a walk.
I have seen other teachers use a quiet space/reading corner for students to use. They also give students time to take deep breathes and then return to class discussion/activity.

Hilari

# data[].attributes.body
Our school uses the Second Step program. Starting in kindergarten students learn various "life lessons and skills" and discuss ways to apply them. The school counselor is involved with this process. I have personally seen students take breaks (mentally and physically), draw pictures, visit another classroom for a few moments, use play dough or some other type of manipulative. My school has a very supportive counselor who has a very calm space and welcomes students in any time she is there. She helps a lot with this coping skills.

Tori

# data[].attributes.body
1. Going for a walk.
2. "Break Cards" (We have a student that has break cards on his desk and he can use them whenever he needs a break. He goes to the office and relaxes with the iPad for 5 minutes.)
3. "Quiet space" (Special place in the room that the student goes to and the teacher knows he needs a little time.)
4. Drawing
5. Fidgets

Cecilia

# data[].attributes.body
1) Taking a break
2) Walking
3) breathing
4) deep pressure
5) Drawing
6) coloring
7) journal
8) building things
9) using sensory items