4.1 Support Student Participation
4.3 Manage Challenging Behaviour
In a Year 2 class with 24 students in a Metropolitan Brisbane area, I encountered students with specific needs, such as one student with ADHD and another with anxiety but there was also a group of students who were experiencing friendship issues. Recognising the need to create a supportive and safe learning environment (APST 4.1, 4.3), I decided to implement strategies using the Zones of Regulation framework.
In order to support the diverse needs of students, I introduced this Year 2 class to the Zones of Regulation, for students to use as a tool to help them navigate and express their emotions. The specific artefact I will be discussing involves the use of a Zones of Regulation poster prominently displayed in the classroom (Artefact 8). Following cognitive behavioural therapy, the Zones approach, as described by Kuypers (2011) uses four colours to help students identify their emotions and level of alertness. It guides students towards strategies that support emotional regulation by understanding their body’s signals, identifying triggers, reading social context, and considering how their behaviour impacts other people (Kuypers, 2011). In an Australian study conducted by Homel and Edwards (2018), it was discovered that children with lower levels of self-regulation are less likely to approach early learning and school with a positive mindset. Additionally, these children are more prone to difficulties in engaging with tasks (APST 4.1) and often exhibit behavioural challenges (APST 4.3), resulting in increased conflicts and a heightened need for teacher intervention.
To manage challenging behaviour (APST 4.3) the Zones of Regulation poster (Artefact 8) provided a structured approach for students to recognise and regulate their emotions, reducing instances of disruptive behaviour (APST 4.3). Students actively engaged (APST 4.1) with the framework, utilising the strategies discussed in class to navigate challenging situations, contributing to a more positive classroom environment. I initiated discussions with the class, linking different zones and emotions to friendship challenges and explored strategies to support managing emotions in these scenarios. The Zones of Regulation poster provided a visual reminder to students to identify their emotional states and choose appropriate coping mechanisms.
The result of implementing the Zones of Regulation in addressing friendship issues and managing challenging behaviour was noticeable. Students entering the classroom after lunch could articulate and regulate their emotions, creating an emotionally safe space for active participation in learning (APST 4.1). Disruptive behaviour (APST 4.3) significantly decreased as students learned to self-regulate and develop emotional awareness. . I recognise the ongoing importance of incorporating tools like the Zones of Regulation to create safe and supportive learning environments. Not only does this approach support students self-regulation, it also creates a positive and inclusive classroom environment, promoting student participation (APST 4.1) and reducing challenging behaviour (APST 4.3).
