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Are you new to mindfulness in the classroom? Perhaps you've dabbled a bit? Maybe you're even an old pro! No matter your experience level, there's something for everyone here to enhance their classroom practice with students and hopefully find a little more personal mindfulness along the way.

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Virtual Me Moments Hub | Alliance for a Healthier Generation

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Me Moments are practices students (and adults!) can use to address their needs at any moment in school and at home. These practices build self-regulation* - an important social-emotional skill to identify and manage emotions, that helps prepare you to learn and engage with others.

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A storybook featuring strategies to help children cope with big feelings.

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Practice your adult regulation skills and have some fun playing! Follow along as the Adult Recess videos guide you through a warm up, interactive game, and closing reflection.

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Professional development and teaching go hand in hand. Educators are constantly evolving, changing, and incorporating the latest studies and practices for the betterment of their students. Among the topics that are high on the list are both mindfulness and self-care in the classroom. In a recent Facebook Live event, hosts and sixth-grade teaching partners Kayla Dessert and Aliceson Brandt gave some great tips on how to bring mindfulness and self-care-for both students and teachers-into the classroom.

Along the way, fourth-grade teacher Nichole Watson and behavior specialist Michelle Harrison joined in to offer additional ideas. Then they invited viewers to add their own wisdom. Here's a handy list of those amazing tricks to encourage mindfulness for students. We hope they bring you more calmness and clarity in the upcoming school year.

1. Bring on the glitter.

I have a glitter jar that our school counselor made. I shake it and sit it down. The kids watch closely, noticing when the glitter stops. -Katie

2. Take just a minute.

I do mindfulness minutes. We take a few minutes for students to reflect on their mental space before class starts. Then they can share with the teacher or express it in writing for themselves. -Grace

3. Introduce mindfulness with a book.

I read the book Lemonade Hurricane to introduce mindfulness to my kids. We also do five minutes of meditation each day to breathe and focus ourselves. -Anna

4. Use a visual to help with breathing.

We use finger breathing. We start at our pinky and trace each finger. As we go up, we breathe in, and as we trace down, we breathe out. It works well. -MaKayla

5. Have a go-to tool students know.

I use a spiral maze, which the kids color. When it's time to wind down, I ask the kids to take out their spiral boards and trace the spiral maze back and forth until they feel their bodies and minds calm down. -Monica

6. Try Wellness Wednesdays.

I've been using mindfulness in my classroom for the past four years. I teach mindfulness very specifically during our morning meeting time, which I call Wellness Wednesdays. One way I do this is by using a Hoberman sphere. As the sphere expands, students breathe in, and as it goes back in, they breathe out. -Aliceson

7. Try a chime for attentive listening.

I ring a chime, and the students focus on it. Then they raise their hand when they hear the ringing stop. This really helps with focus and attentive listening. -Aliceson

8. Turn it into a game.

I use these cards called Mindful Games, which you can get on Amazon. There are lots of good options in there for breathing, attentive listening, and focusing. -Aliceson

Mindfulness for Teachers

9. Go on a walk to recenter yourself.

For teachers, doing something as small as just taking a walk can be a big help when trying to be mindful and do self-care. It doesn't have to be a big thing. Just take five to 10 minutes for yourself. It can be helpful to resetting your day. -Chanel

10. Take time to color.

We have a large coloring poster and colored pencils in our teachers' lounge for anyone to join in when they can. It's a great way to free your mind and color for a couple of minutes. -Kim

11. Write down your goals and successes.

I do a five-minute journal app every day where I write three specific things to be grateful for in the morning. Then in the afternoon, I write three things that went well. I also add a photo each day, so I'm always looking for something pretty or inspiring. -Julie

12. Download an app to try.

When I was getting started, I downloaded every free app I could find. A couple of my favorites include Relax Meditation because you can make your own music. I also like 10% Happier. -Michelle

13. Find books to learn more.

I really like the book The Way of Mindful Education. It begins with how to start your own practice. Then it gives you tips on how to work with kids. It also comes with a workbook. -Michelle

Self-Care for Students

14. Talk about feelings.

Our students share with each other how they feel each morning and why they feel that way. We talk about how we can care about each other and help each other have a great day. It's emotional awareness. -Rosean

15. Tackle emotional literacy.

I taught emotional literacy to my students. Each week, my second graders learned a new word and its meaning. They drew a picture depicting the word and used it in a sentence. At the end of the year, we created a book of all the words we learned. The best part was how appreciative the parents were since their children were better able to communicate what they were truly feeling. -Anna

16. Try a slow start.

I teach kindergarten and love a slow start. We have a free-choice morning activity. This allows students to talk to each other, have breakfast, and talk to me before we start our calendar time. -Raquel

17. Be culturally responsive.

When we think about self-care, there's gotta be a way to bring equity into the discussion, because our students' needs will be as diverse as they are. Give power and enable kids who might come from different backgrounds and cultures to see themselves in your curriculum. -Nichole

18. Pay attention to your students' needs.

I think the best strategy I use is just being attentive to the engagements of the students-all of them at once and students as individuals. Do we need a brain break? Do we need to breathe? What about music? Do we need humor? Being consistently in tune is key. -Christina

19. Try all the things.

There are so many different things to try. It can be brain breaks or maybe GoNoodle. It can be flexible seating. We have to empower kids and then listen and respond to what they need. -Nichole

20. Stretch before, during, and after tests.

One thing that helps my middle schoolers is to take a guided stretch before, during, and after a test. Some get so tensed up with test anxiety. Gently and calmly having them roll their shoulders, rolls their wrists, and breathe full, slow breaths helps them recenter. One minute is all it takes. -Jennifer

21. Try using a sentence frame.

I like to use a sentence frame with my students. The sentence frame might be: How can we take care of you today? Or, what do you need in order to be your best self? This is a hard question for many students to answer. -Nichole

Self-Care for Teachers

22. Say "no" sometimes.

Say "no" to something extra that someone asks you to do. I always say "yes," but sometimes you have to say "no." Do all the things that you need to do, but it is OK to say "no" sometimes. -Kayla

23. Leave work on time (when possible).

As a teacher, I try my hardest to remember self-care and leave work at work when possible. It helped me tremendously last year, so I hope I can continue it. -Brittany

24. Join a teacher challenge.

We created something called a teacher fitness challenge where we connected hundreds of teachers all across the United States to support each other in their self-care journey. There were challenges we'd do each month. And it was a great way to remind each other to take care of ourselves. -Kayla

25. Have an accountability partner.

Have a teaching partner nearby so you both know you can step out to take a few deep breaths if needed-it really prevents a lot of anxiety. -Mary

26. Leave your teacher bag at school one day a week.

Leave it at school. You don't want to be carrying that heavy thing around anyway. Or if you grade papers on your computer, try to keep it closed at least one night a week. -Kayla

27. Embrace the power of exercise.

My goal this year is to make exercise a priority. I fell off the bandwagon last year as things became stressful and definitely felt the effects on my own state of self-care. -Kristina

28. Treat yourself once in a while.

Treat yourself to something special once a month. It doesn't have to be big. It can be a manicure, pedicure, special coffee, or even just a movie. Find something to treat yourself with. -Kayla

29. Take a break for you.

In times of chaos, I take time to enjoy my lunch in the classroom with the light off and calming music playing in the background. As an introvert, it's a much-needed moment to pause, be mindful, and prepare for the afternoon ahead. -Angelina

30. Remember the basics.

Teacher self-care is so important, so make sure to get enough sleep, drink water, and eat healthy, nourishing foods. When things get really stressful, these are some of the firsts things to go. -Becky
Do you have tips to develop mindfulness for students? Share them on our WeAreTeachers HELPLINE Facebook group. Plus: 15 Smart Ways to Prevent Teacher Burnout That Really Work.

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30 Ways to Bring More Mindfulness and Self-Care to Your Classroom

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Get tips for bringing developing mindfulness for students. Find real teacher tips that encourage self-care to make this your best year ever.

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The Science Behind Calm Down Bottles: How They Work and Why They Help

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Calm-down bottles may look simple, but there's some serious science behind their invention. They have been proven to be hugely beneficial when it comes to helping children (and even adults) manage emotions and self-regulate. These sensory bottles, often filled with glitter, water, and other colourful objects, can be a

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A way for a student to request a break from an activity, task, or person.

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Why every school should teach 'emotional vocabulary'

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Teachers must give children the language to talk about their emotions as a first step in managing feelings in a helpful way, says educational psychologist Cathleen Halligan

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The ability to identify emotions in ourselves and others, talk about them, and find ways to deal with them in appropriate ways, is an important competency that's closely connected to academic outcomes, says Maurice Elias, a professor of psychology at Rutgers University.

While there tends to be a greater focus on emotional literacy in elementary school, by the time kids reach middle and high school, they're "figuring out who they are and how they want to show up in the world," Phyllis Fagell, a middle school counselor and author of the book Middle School Matters tells Edutopia. It is during these transitional, formative years that students-with still-maturing brains and the emotional swings that come with adolescence-need tools to understand and cope with their complex feelings. "The payoff is that kids will actually be in the right headspace to learn the content," Fagell argues.

Another byproduct is that a heightened awareness of their own internal emotional worlds-and those of their peers-feeds directly into a better understanding of content, Elias writes. Understanding literature, for example, requires understanding the feelings and emotions of characters, while transforming history from a set of "dry and disconnected facts" into something interesting and compelling requires "an understanding of what the individuals involved in the events were and are experiencing."

Here are 12 strategies, across grade levels, to help students identify and talk about their emotions.

EMOTIONAL LITERACY IN THE ELEMENTARY GRADES

In the early grades, Elias writes, students are still getting to know their emotional worlds, the vast range of emotions they're capable of feeling, and how to scale their responses to those emotions. At this age, he argues for developing a "strategic" vocabulary that students can lean on. "If one knows only the words sad, mad, and glad, one will not be able to appreciate all the nuances of relationships and understanding in the world," Elias writes.

Sizing Up a Problem: Help students compare and contrast the relative proportions of problems-someone is reading your library book without permission versus a family member is in the hospital-by having them fill out a Big vs. Little Problems worksheet. Anna Parker, an elementary school teacher at Lister Elementary School in Tacoma, Washington, asks students to rate problems on a scale from 1 to 5, and reflect on what sort of response each problem merits. Students discuss why yelling or throwing things because of a missing pencil, for example, would be considered overreacting. Calibrating responses, Parker says, is something she teaches throughout the year, "so that students in the moment will think, 'I can take a second, then I can react appropriately'."

Visualize Feelings: Tools like emotions wheels, blob trees, mood scales, and mood meters can expose young students to a range of emotions in low-stakes ways-and form the building blocks for developing emotional vocabulary. Hang a simple emotions wheel in the room and reference it during your lesson-ask students to label the feelings of a character in a story, or a historical figure they're learning about, for example. Or, use mood scales to get students exploring their emotions using pictures of anything from animals to a favorite cartoon character.

Use some of these tools during morning meetings to help students signal how they're feeling that day, or as a closing activity to get a sense of how they're digesting what they just learned.

Picture Books: Picture books focused on emotions can help students learn more about feelings-and how to deal with them-in the form of an engaging story. Discussions and activities can focus on helping students label the feelings they're encountering on the page, writes Elias. "If they're correct, ask them how they know," Elias says. "Whether they're correct or not, point out the variety of ways feelings are shown-different aspects of faces (eyes, eyebrows, mouth, forehead) and postures."

EMOTIONAL LITERACY FOR TEENS

As students head into middle and high school, former high school teacher Ronen Habib suggests leaning into emotional literacy strategies as a means to combat the stress, anxiety, and bullying that many students experience at this age. "We assume [high school students] don't know how to add fractions, so we teach them, as we should," Habib told Edutopia. "Why do we assume they know how to self-regulate?"

A one-word share about how they are feeling that day is another simple check-in activity. At first students might use words like "good" or "bad," writes Rebecca Alber, an instructor at UCLA's Graduate School of Education. But as they get comfortable and increase their understanding-and vocabulary-of emotions, they'll share words like "pensive, anxious, serene, and frustrated," Alber says.

Lean on Literature: Novels and short stories can be used to help students develop "compassion, understanding, and patience for people whose lives are nothing like their own," writes former high school English teacher Christina Gil. Examining characters like Malvolio in Shakespeare's Twelfth Night, for example, gives students a sense of the ways that "class and birth can limit happiness and the ability to get what we want in life," says Gil. At Pearl-Cohn Entertainment Magnet High School in Nashville, students meet in small, daily advisory groups to read novels with themes relevant to their lives and use the stories and characters to initiate discussions about love, authority, or fears, for example. The intimate meetings, says executive principal Sonia Stewart, gives students "the ability to face each other... and have conversations around significant topics."

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12 Ways to Help Students Identify Their Emotions

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A toolkit of teacher-tested ideas to help build students' ability to understand and express their feelings.

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Incorporating the Calming Corner Into Station Rotation

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Elementary students benefit from opportunities to take a break from academic learning and explore activities that support their emotional development.

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It's private. It's structured. It includes choice. It's an experiment. It's inviting. It's a movement toward independence onto the mat (or the desk or the rug spot) and ultimately into everyday life. It's called the "peace corner" because there is something peaceful about simply being allowed to experience our feelings and take care of our self in the way that is right for us. The use of a peace corner can transform the culture of the classroom. In this article, we'll look at why it's so powerful and how you can create this space for your students.
A peace corner is private
There can be many reasons our students might need alone time to manage their feelings at school. Often times being in a group context is overwhelming to our students' nervous system, especially given the length of time children spend at school. Something is happening inside of them, and processing that something might be overwhelming with others looking on. Being in a large group context can invite the feeling of being over stimulated. Even as adults, 5-10 minutes of quiet, alone time can do wonders for our level of participation in a group experience

This privacy also allows students to develop agency. I find that I rarely ask students to go to the peace corner anymore. I may gently nudge a student to go. Self regulation looks like students initiating the experience. Mostly, students show the peace sign and I respond with a non-verbal cue for the student to leave the group and go to the peace corner. This private communication is more about me being aware of what is happening in the room and instruction not stopping than an ask for permission. I rarely say no when students show me the signal. I also ask students to show the peace sign at their heart so that it isn't an announcement to the whole class, but a communication between us.
A peace corner is structured

As we know, children crave boundaries to guide their explorations. I find a timer essential to guide students time in the peace corner. I include choice by providing 5 different sand timers so students can choose which one will meet their needs at the start of their peace corner experience. At the beginning of the year, I explain if they need more time to let me know, but it's not a place to stay forever. It's important to be intentional about emphasizing that the peace corner isn't a place for escaping learning. It is a space that allows for students to check in with themselves, experience a break, and re-establish learning readiness.

I describe the peace corner to students as a place to help manage feelings by exploring strategies that can give us what we need and in turn help us feel ready to learn again when it feels like the learning has stopped.

As with any routine in our classroom, I explain the purpose at the beginning of the year, have students model how to use the peace corner, and revisit our agreements around its purpose when needed. In order to prevent the impulse for students to ask to go simply out of curiosity, it is helpful to offer all students a chance to explore the peace corner on their own at least once at the beginning of the year. Once the routine is up and running, it can also be useful to have a sign in system so that we are aware of how often students are requesting to leave the group.
A peace corner is an experiment
Since we all need different things at different times, there isn't one magic thing that students practice in the peace corner. Students get to explore things on their own and get a sense of what works best. This year I've decided that I want students to report to me privately what self care tool they used in the peace corner and if it worked or not. This is often completed through a letter or a quick check in. This emphasizes the purpose and function of the space as well as an integration of reflection and will help me support them!. There are many options on strategies and implementation but the activities should be practiced as a class before we can ask students to try them on their own.

A key element of the peace corner is choice to facilitate openness and curiosity toward self care.

VIDEO SAMPLE - Student choosing a self hug (self-love)
Mindful Teaching with the Peace Corner
The last thing I want to offer about my experience with the peace corner is a sense of kind awareness toward yourself (as the teacher) when a student asks to utilize the peace corner. It is useful to notice our response when a student asks to take a moment away from the group. Do I respond with tension or trust? Can I access a curiosity toward myself and my own impulses? Do I notice myself wanting to deny students the opportunity to spend time away from the group for some reason? Do I notice myself open to some students spending time in the peace corner and not open to others? Do I want to spend time in the peace corner myself? Our relationship to this area of our classroom is an interesting one to observe, as it can tell us a lot about our own needs and our beliefs about learning. It's helpful to examine which "reasons" for going to the peace corner we value and which ones we find less worthy. If students are respecting the structure of the peace corner and not over using it, it's not up to us to decide what is or is not a worthy cause for leaving the group.

The peace corner can also support our own mindfulness practice!
Transfer of learning
Ultimately, we want students to gain independence by choosing strategies for themselves and understand what works for them in the peace corner. The hope is they begin a habit of checking in and reflecting on what they need to support their well being. This reflection can begin in the peace corner but can transfer as self curiosity in areas of the day where a peace corner isn't accessible. The world would be a different place if we all had a quiet space we could go to, close the door, and lovingly attend to our self. If used consistently, the peace corner slowly integrates itself into everyday life, especially if we take the time to ask our students to reflect on what they tried and what worked in the peace corner.

Even though the peace corner is an outer resource because of its place in the classroom, it supports the cultivation of our student's inner resources. The action of taking time alone, on purpose, is cultivating an inner resource that can be accessed when children feel disappointed with how things went, or how things didn't go. Once students can reconnect with their inner knowing, they can go on, and be ready to rejoin the group.
Examples from students: List of items you might want to include in your Peace corner:

1. Squishy "stress" ball

2. Glitter ball or make your own glitter jar

3. Emotional feelings sheet to help identify and record emotions

4. Mirror to help identify emotions

5. Blank paper, pens, and crayons to draw emotions, write a letter, or to reflect on strategies used in the peace corner

6. Hoberman, breathing sphere

7. Sand timer

8. A soft, small blanket or even a weighted blanket for sensory reasons could be great

The LFY team also created a list of children's books you might want to include in your peace corner, but it could be great for the kids to make their own book (or video) about what to do in the peace corner:
Kelli Love, M.Ed is an educator, presenter, and consultant in the field of children's mindfulness and yoga. She has 15+ years experience teaching in prek-5th grade contexts, first as a classroom teacher and currently a mindfulness and yoga content specialist at Girls Prep Bronx Elementary. Over 20 years of personal practice guides her teaching, as well as a foundation in Early Childhood Education from Naropa University, where contemplative practices are integrated into higher education experiences. She believes all children have a right to experience the empowering life skills that mindfulness and yoga offer and she hopes to inspire educators to utilize the skills for themselves and in their classrooms. Kelli is a registered children's yoga teacher with Little Flower Yoga and is a certified Mindfulness Instructor through Mindful Schools. Little Flower Yoga and Mindful Schools deeply inform her teaching methodology.

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The Peace Corner: An Essential Classroom Resource - Little Flower Yoga

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It's private. It's structured. It includes choice. It's an experiment. It's inviting. It's a movement toward independence onto the mat (or the desk or the rug spot) and ultimately into everyday life. It's called the "peace corner" because there is something peaceful about simply being allowed to experience our feelings and take care of our self in the way that is right for us.

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What is a Conscious Discipline Safe Place?

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A calming corner is a quiet, cozy space where kids can go to feel better when they're upset, sad, or angry. Here, they learn to calm down and handle big emotions.

To create the space, pick a quiet spot, add pillows, and include tools like a feelings chart or a fidget toy.

To make the calming corner work, use it during calm times, praise your child for using it, and check in to update it as they grow.

Kids often experience big emotions like anger, anxiety, or sadness, and sometimes, those feelings can feel too overwhelming to handle. That's why having a calming corner can be so helpful. A calming corner is a quiet space where children can go to pause, cool down, and learn how to manage their emotions.

Creating a calming corner is an easy and effective way for adults to support kids. Here, you'll learn what makes a calming corner effective, how to set one up at home or in the classroom, and which tools or items to include.

What is a Calming Corner?

A calming corner is a safe, quiet space designed to give children a chance to take a break when they're feeling overwhelmed. Unlike time-outs, which are used as consequences for misbehavior, calming corners are supportive spaces [*].

Toddlers, preschoolers, and school-age kids can all benefit from using a calming corner. Younger children may rely on more support at first, while older kids can start using the calming corner on their own.

Why Calming Corner Works

Whether in a home, daycare, or classroom setting, calming corners enable kids to care for their feelings. Here's how they work to support your child's emotions:

Promotes emotional regulation - Research highlights the long-term benefits of emotional-regulation, such as fewer behavior problems and greater emotional resilience [*].

Helps reduce meltdowns and tantrums - Calming corners can prevent full-blown meltdowns, which are caused by overwhelming emotions like frustration, anxiety, or sensory overload.

Supports mental health and mindfulness - Spending time in a calming corner encourages kids to slow down and become more aware of their thoughts and feelings. Mindfulness-based practices have been shown to increase prosocial behavior and a child's ability to concentrate [*].

How to Set Up and Use a Calming Corner at Home or in the Classroom

Creating a calming corner doesn't have to be complicated, but it does take some thoughtful planning, communication with the child, and flexibility. Here are tips to help you build a calming corner that meets a child's needs:

1. Work with your child to create a space that suits their needs

Involving your child in setting up the calming corner helps them feel a sense of ownership and makes them more likely to use it. The space will become more "special" when you allow them to choose the spot and pick out things like pillows, stuffed animals, or calming colors.

This collaboration lets them know that the space is for them, not something created for them without their input.

2. Choose a quiet, low-traffic area

Good spots might be a cozy corner of the bedroom, a quiet part of the classroom, or even a small tent or reading nook. Children need to feel safe and unjudged when calming down. This makes private spaces a great option for allowing them to work through their feelings at their own pace.

3. Gather your calming corner tools and materials

Once you've chosen the space, it's time to gather items. You can begin with comfortable seating, like a soft mat, pillows, a bean bag, or a cozy blanket. To help kids release tension, add sensory items such as stress balls, fidget toys, or a textured cushion.

Include calm down corner printables like like a feelings chart, calming strategy posters, or a simple step-by-step guide to help your child know what to do as they enter the space. You can also add a visual reminder that all feelings are welcome.

4. Explain when and how to use the calming corner

Once you've set up the calming corner, talk to your child about when and how to use it. Let them know that this space is for calming down whenever they feel big emotions.

Say something like, "If you're feeling upset or need a break, you can go to the calming corner to help yourself feel better." Make sure they understand that it's not a punishment.

5. Show how to use the calming corner

Since children learn best by watching what we do, it helps to show them how to use the calming corner. If you're feeling upset or overwhelmed, try saying, "I need a moment to calm down. I'm going to the calming corner."

You can also sit with them in the space if they need guidance, especially during the first few times they use it or if they ask for help. Look at the feelings chart together, talk about the tools, and practice calming activities like deep breathing or stretching.

6. Observe and adapt

After your child starts using the calming corner, watch how they use it. Notice which tools help them the most and which ones they don't use.

Every child is different - some may like squeezing a stress ball, while others may prefer deep breathing or looking at a calming poster. If something doesn't seem to help, it's okay to change it.

Tip: You can add new items or take some out to make the space work better for your child.

Tips for Making a Calming Corner Effective Long-Term

To help your calming corner stay useful over time, it's important to keep it positive, welcoming, and part of their regular routine.

Here are some useful tips to make sure the calming corner continues to work well as your child grows:

Introduce it when the child is calm

Introducing the calming corner during peaceful moments is much more effective than trying to explain it when your child's emotions are running high. During these relaxed times, you can walk through the space together, let them explore the sensory items, and even practice some calming techniques.

Let kids personalize it

Give your child a chance to help decorate or choose a few items for the space. Take them to pick out a special blanket, pillow, or stuffed animal just for this space. Have them draw or paint pictures that make them feel calm, or help them choose photos of happy memories to display.

If they're into dinosaurs, ocean creatures, or space, incorporate those interests.

Praise your child for using it proactively

Give your child positive feedback when your child uses the calming corner on their own. Encouraging words like "You took such good care of yourself when you felt upset" help them feel good about making a positive choice.

Check in regularly

Every now and then, talk with your child about how the calming corner is working for them. This is because, as children grow, their needs and preferences may change too.

For example, a young child might enjoy using stuffed animals and picture books to calm down, while an older child might prefer calming music, a journal, or a breathing exercise handout.

Avoid using it as punishment

It's important that the calming corner is never used as a punishment. If children feel like they're being sent there for doing something wrong, they may start to see the space as negative and stop wanting to use it at all.

The Bottom Line

Parents, teachers, and caregivers can introduce calming corners to show children that their feelings are valid and that it's okay to take time to feel better. Don't be afraid to start small - even a simple space with a few calming tools can already make a difference.

Check out our full collection of mental health worksheets filled with therapeutic, child-friendly tools to help kids practice self-awareness and emotional regulation.

FAQs About Calming Corner

At what age can a child start using a calming corner?

Children as young as 2 to 3 years old can start using a calming corner, especially with

guidance from an adult. At this age, they may not fully understand their emotions yet, but they can begin to learn that it's okay to take a break when they feel overwhelmed.

Can calming corners work for neurodivergent kids?

Yes. Calming corners can be especially helpful for neurodivergent children, including those with ADHD, autism, anxiety, or sensory differences. These children may feel overwhelmed more often or in different ways, so the calming corner might need to be set up a little differently.

For example, a child who is sensitive to sound may prefer headphones or a quiet space, while a child with ADHD will likely need movement or fidget toys.

What if my child refuses to use it?

Don't force it. If a child resists using the space, it can mean that something about the setup or experience needs adjusting. Here are a few common reasons for resistance: the calming corner feels too public or noisy, the materials may not match the child's interests, or the space was introduced during a meltdown and now feels like a punishment.
References:

1. Steps for Effective Time-Outs. (2024, August 8). Essentials for Parenting Toddlers and Preschoolers. https://www.cdc.gov/parenting-toddlers/time-out/steps.html

2. Artuch-Garde, R., González-Torres, C., Vera, M. M., Fernández-Cabezas, M., & López-García, M. (2017). Relationship between Resilience and Self-regulation: A Study of Spanish Youth at Risk of Social Exclusion. Frontiers in Psychology, 8, 612. https://doi.org/10.3389/fpsyg.2017.00612

3. Phan, M. L., Renshaw, T. L., Caramanico, J., Greeson, J. M., MacKenzie, E., Atkinson-Diaz, Z., Doppelt, N., Tai, H., Mandell, D. S., & Nuske, H. J. (2022). Mindfulness-based school interventions: A systematic review of outcome evidence quality by study design. Mindfulness, 13(7), 1591. https://doi.org/10.1007/s12671-022-01885-9

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How to Set Up and Use a Calming Corner for Kids

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Create a calming corner that supports your child. This guide covers everything from what it is to how to personalize it.

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5 Breathing Exercises That Can Reset Your Classroom Energy

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These are as much for you as they are for your students.

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EDS - Free Sample | Social Learning Platform - Everyday Speech

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Social Learning Platform - Everyday Speech

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AboutKidsHealth - The Hospital for Sick Children

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How to Feel Feelings | AboutKidsHealth at The Hospital for Sick Children

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Kids Feelings and Emotions SONG Animation with A Little SPOT

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EDS - Free Sample | Social Learning Platform - Everyday Speech

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Morning Relaxing Music For Children - Childhood Memories (Hayfield)

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Children's Mental Health Week | Mindful Breathing with Professor Pinwheel

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Jeanne Croteau, M.S., Psychology, Master TEFL Certified

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31 Relaxing Music Videos for the Classroom

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Classical music or nature sounds, we love them all!

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Heavy work activities are powerful tools for self-regulation, attention, focus, body awareness, and calming sensory input.

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self-regulation Archives - The OT Toolbox

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Welcome to our Halloween-themed mindfulness video! In this quick therapy tool tutorial, we’ll guide therapy providers through a creative and engaging self-regulation tool that can be a game-changer for your clients. Discover the magic of hand breathing with a fun pumpkin theme– a fun and effective Halloween/Fall coping skill.<br />

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Coping Strategies for Kids - The OT Toolbox

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Use these sensory coping strategies for kids to help children regulate through sensory strategies. These sensory skills can be used to cope anywhere!

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EDS - Free Sample | Social Learning Platform - Everyday Speech

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Mindful Monsters: Bubble Breathing with Abby Cadabby - Sesame Workshop

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In this podcast, Abby Cadabby guides children through a bubble breathing exercise.

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Bubble Bounce! Mindfulness for Children (Mindful Looking)

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Focusing and calming

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Focusing brain break

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Calming brain break

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Focusing Brain Break (for midbrain)

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Good Feeling (Flo Rida) Creative Movement and Scarf Play Along

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Peaceful Doodle and Tracing Activity - Glances by Sarah L. Mauro - Musical Song Map

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Musical Tracing Map - Bizet March of the Toreadors Song Map

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Mindful Monsters: Whole-Body Listening with Elmo - Sesame Workshop

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In this podcast, Elmo practices whole-body listening.

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Early Childhood Education

Theater games make fun brain breaks that also foster valuable executive function skills.

Picture this: You are transitioning to a new lesson, and suddenly your class is full of bouncing legs and restless bodies. Chatter abounds, and fidget toys appear from nowhere. It's time to take a brain break.

However, finding the ideal activity that's simple and hits the reset button can be a challenge. For some variety, you may want to consider theater games. There are a slew of exercises that actors use to refocus, build community, and stimulate their energy that work well during transitions or whenever kids need to refocus.

While they can certainly help students concentrate, there are other benefits to these exercises: mindfulness, executive function skills, growth mindset, social and emotional learning, and especially fun, depending on the game. Gholdy Muhammad, professor and author of Unearthing Joy, notes that we can find joy in the classroom "when we create learning experiences that encourage students to have fun and problem solve, with their voices (and perspectives) centered." These brain breaks provide just such an opportunity.

8 Fun Brain Breaks to Help Students Focus

1. Silent circles of sameness. In this activity, students stand at the perimeter of the room, and you pose a statement to the class. Students who agree with the statement move to the center, while the rest stay at the edges. Debate topics such as "Zoos should not exist" or "Unicorns are superior to dragons" work well. You can also tie in themes from books ("Wilbur is brave." "Wonka is kind.").

Or use it as a way for the class to get to know each other ("I have a sibling." "I speak more than one language."). For extra movement, start your statements with " Jump into the circle if..." and keep changing up the verb (Spin! Hop! Run! Wiggle!). This activity gets kids connecting with each other, fostering fun and community in the classroom.

2. Mirror game. The mirror game is a classic acting exercise developed by the pioneer of theater games, Viola Spolin. Working in pairs, one student is the leader, who initiates movements, and the other is the reflection, who copies their motions. The moves could be abstract and dancelike or realistic, such as brushing teeth or making breakfast. The leader keeps their movements slow so as to not leave their reflection behind.

Additionally, students can make facial expressions showing emotions like anger, fear, and joy. The partners can switch roles after about a minute. Scientists have studied the mirror neurons in the brain and regard them as the seat of empathy. As students see their own selves reflected, it brings increased feelings of connectedness and belonging.

3. Laugh like a ___. Brainstorm a list of animals, creatures, or characters. Cue this game with a phrase like "Drop everything and laugh like a ___." It can be fun to do a few in rapid succession (for example, "Drop everything and laugh like a monkey... like a whale... like a giraffe"). Science shows that laughter releases endorphins in the brain, so what better way to reset than that?

4. Feather balance. Ask students to balance a feather on the palm of their hand. This helps them practice mindfulness as they focus on the feather, moving to keep it upright. Growth mindset is also at work in this game.

Carol Dweck, author of the book Mindset: The New Psychology of Success, says, "No matter what your ability is, effort is what ignites that ability and turns it into accomplishment." While some students might say, "I can't do it!" you can introduce the magic word yet into the conversation and then apply it to more academic topics later.

5. Boom chicka boom. This vibrant chant can get repeated in any style imaginable. Play around with different themes from books: "Big Bad Wolf style" or "Lorax style." You can also tie in units of study, using animals or professions in the community. To get the body involved, encourage gestures that get repeated too. Model a few versions, and then pass the baton for the students to lead.

6. Human knot. Students circle up and hold the hand of someone next to them, and then with their other hand take the hand of someone who is not next to them. They then have to untangle themselves without letting go of anyone's hand and find their way back into a big circle. This full-body exercise builds teamwork and trust. Encourage "voices off" for an extra challenge.

7. "Down by the Bay." The classic song by singer Raffi is a lovely way to get music, rhyming, and even acting into the mix. You can sing it in its original form and then encourage new verses from your students. Ask students to fill in the blank for the lyric "Did you ever see a ___" and then come up with a new rhyme to finish the verse.

This game benefits early readers, since studies show that rhyming builds literacy skills. Students can embody the rhyme, moving across the room or in their seats, as if they were a "shark trying to visit a park" or a "T. rex escaping a hex!," which adds an imaginative and kinesthetic element to the brain booster.

8. Who started the motion? One student steps outside the room. Another is selected to be the motion captain; they start a repeatable gesture (like clapping and snapping in rhythm, tapping their head and then their feet, etc.) and then switch to another one. Meanwhile, the class copies these gestures. The other student comes back into the room and observes the motions, even as they change, and tries to guess who is the captain. In this exercise, students develop their power of observation and collaboration as they move in sync.

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8 Brain Breaks to Spark Joy and Help Young Students Concentrate

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When young students take a brain break, their focus improves, and these activities also foster valuable skills like executive function.

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Emotion Check In Song and Mindfulness Activity

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Music for Self Regulation - Try This Superpower

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Using your imagination to create a safe place inside is a powerful strategy. Here’s how to guide kids in creating their own safe place.

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Welcome Back and Happy New Year! In this edition of our newsletter, we will be focusing on strategies for emotional regulation, which are…

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The 5-4-3-2-1 Method: A Grounding Exercise to Manage Anxiety

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Emotional Regulation Smore

Volume 4

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Welcome to Volume 4 of the Emotional Regulation Smore series. To review, we have covered an overview of regulation, regulation for us as…

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It Means "I Need You": The Power of 8 Minutes

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Self Havening for Anxiety:  CPR for the Amygdala & the SNAP Protocol for Rapid Relief

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Play I Notice, I Feel, I Can - Sesame Workshop

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Children can help their Sesame Street friends manage their big feelings with a three-step strategy.

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Elmo’s World News: Monster Meditation - Sesame Workshop

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Self-care strategies can help families focus and relax when big feelings come up.

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Do this activity together with children and remind them that this is a strategy they can use anytime they need to calm down.

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How to Use the Feelings Thermometer — Janine Halloran

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On today’s episode, I talk about one of my favorite ways to pull together thoughts, behaviors, feelings, and coping strategies with a child - the feelings thermometer. I give a quick overview of how to use it, and explain the benefits of this useful resource

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Sesame Street: Common and Colbie Caillat Sing "Belly Breathe" with Elmo

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Emotional Regulation Smore

Volume 3

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Welcome to Volume 3 of the Emotional Regulation Smore series. To review, we have covered an overview of regulation and regulation for us…

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Try This Phrase The Next Time Your Child Does Something Hurtful

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Use these strategies to help a child open up about their feelings.

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Little Children, Big Feelings - Sesame Workshop

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Use these strategies to help a child open up about their feelings.

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sensory and nerv sys practices for calm 2

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sensory and nerv sys practices for calm 1

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The resources provided on this page are intended to support your instructional practices, behavior management protocols, while creating procedures that are engaging and informative! We need each ot…

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When given the space to regulate themselves with simple practices, students learn how to soothe their own nervous systems in moments of stress—and contribute to a sense of calm in the classroom.

When we think about an anchor, an anchor really steadies a boat, and it keeps the boat from moving in directions that might feel dangerous. So when we anchor ourselves, we really are intentionally providing resources. Maybe a sound, a taste, a practice that actually can bring us into a state of focus, curiosity, creativity.

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432 Hz - Deep Healing Music for The Body & Soul - DNA Repair, Relaxation Music, Meditation Music

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The Body-Brain Connection: How Fidgeting Sharpens Focus

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Fidgeting must be deliberate to be effective. Intentional fidgets allow you and your child to self-regulate ADHD symptoms in a controlled, constructive fashion. An effective fidget doesn’t distract you from your primary task because it is something you don’t have to think about.

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Practicing mindfulness is a great way to slow down and reset.

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Try teaching kids this three-step strategy to teach problem-solving, self-control, planning, and persistence. It works for grown-ups, too!

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Use these free, bilingual resources to help your child regain social-emotional security, confidence, and calm through support and comfort.

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Emotional Regulation Smore Volume 2

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Welcome to Volume 2 of my three part Smore series all about emotional regulation. In this issue, we will talk about what it means for us…

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1. Watch this video together (it’s best if you’ve watched all the other videos in this topic first) and then choose a comfort object, such as a stuffed animal or doll, for pretend play.

2. Tell kids that this little friend is having some big feelings, like Elmo did in the video, and needs comforting. You might help children relate by explaining why the animal or doll is feeling that way, based on kids’ experience (“She’s feeling sad because she has to move to a different home and will miss her friends.”).

3. Invite kids to think of ways to help, such as hugging the animal or doll, showing it how to breathe deeply, and telling it they’re here to talk and listen (demonstrate these strategies as needed). This will help children express empathy and compassion, and learn ways to comfort themselves and others.

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Talking About “Big Feelings” - Sesame Workshop

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Encourage kids to talk about their big feelings.

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1. Print out seven feelings journal pages (for one week) and put them in a folder, or clip them together.

2. Help kids complete a page every day. They may need help thinking of what to draw or write. You might ask, for instance, “What was a fun thing you did today?”; “Was there anything today that reminded you of your mom?” or, “When you felt sad today, where did you feel it in your body?”

3. At the end of the week, look through the journal together and talk about the different emotions that children felt. End with a big hug and reassurance that hearts take time to heal.

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Communication Skills: Empathetic Listening - Inside Out, 2015