https://m.yout-ube.com/watch?v=zZ9X-d3oZvQ
🌈 Zones of Regulation – Parent Guide
1. What are the Zones of Regulation?
The Zones of Regulation is a framework that helps children and young people understand and manage their feelings and behaviours.
- Feelings and emotions are grouped into four colour-coded Zones.
- The Zones give children strategies to notice and manage their emotions, impulses, and energy levels.
- All Zones are natural – none of them are “good” or “bad.” The goal is to help children learn how to self-regulate depending on the situation.
👉 Think of the Zones like traffic signs:
- 🟢 Green = good to go – calm, focused, ready to learn.
- 🟡 Yellow = caution – starting to feel silly, anxious, or excitable.
- 🔴 Red = stop – strong emotions like anger, rage, or terror.
- 🔵 Blue = rest area – low energy, tired, bored, or sad.
2. The Zones in Focus
- 🔴 Red Zone: Very heightened emotions – anger, rage, devastation, terror.
- 🟡 Yellow Zone: Elevated but more controlled emotions – frustration, excitement, silliness, anxiety, nerves.
- 🟢 Green Zone: Calm and focused – happy, content, ready to learn.
- 🔵 Blue Zone: Low energy – sad, tired, sick, or bored.
3. Why do we use the Zones?
Some children find it hard to recognise how they feel or how to manage those feelings. The Zones of Regulation helps by:
- Teaching children to notice and label their emotions.
- Helping them understand how feelings affect behaviour.
- Building independence in choosing the right tools to regulate emotions.
- Supporting better learning, friendships, and wellbeing.
4. How do we use the Zones in school?
- Zones of Regulation is built into the curriculum.
- Pupils and staff use Zones language every day.
- e.g. “I’m moving into the Yellow Zone. I need a tool to calm down. I will take some deep breaths.”
Pupils learn to check in with their Zone during the day. Pupils build their own toolkits with strategies that help them move Zones – such as breathing exercises, movement breaks, sensory tools, or asking for help.
✨ The aim is for pupils to become more independent in self-regulation, which supports their learning, wellbeing, and relationships in school and beyond.
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