Self-Regulation Spaces

Self-regulation is not easy to define. It is a well-known concept, especially within the world of education, but the definition can be somewhat ambiguous. Self-regulation involves planning, persistence, and thinking about one’s actions. It is the process of monitoring your own thoughts, feelings, and behaviors (Macklem, 2015). Burman et al. (2015), mentioned a couple of different definitions such as “management of the self, by the self” (p. 1507) and “control over the self, by the self” (p. 1507). Self-Regulation spaces are areas created within classrooms or schools that provide a comfortable area for students who are experiencing difficulties with self-regulation to separate themselves from everyone else to calm down. These spaces are designed in a way to minimize sensory input and allow students to regroup. Self-regulation spaces can be created within the classroom or can be located at a separate location in the school.

EXAMPLES OF SELF-REGULATION SPACES

  • Classroom Corner

    Classroom Corner

    A Self-Regulation space in the corner of a classroom.

  • Shelving

    Shelving

    A Self-Regulation Space Sectioned off with Shelving.

  • Separate Room

    Separate Room

    A Self-Regulation Space in a Separate Room.

Key information & RECOMMENDATIONS

  • Scott (2009) argued that “designing low sensory-stimulus environments reduces sensory overload, stress and anxiety” (p. 37). According to Martin (2014), this space should be designed as a quiet space that serves as an escape for students. It should provide a withdrawal for students to lessen sensory stimulus and stress.

  • Scott (2009) rejects the idea that a self-regulation space should be created in a separate room or area of the school. He described such spaces as “a failing in [themselves]… We wanted the children to have the opportunity to withdraw, but still remain within the social fabric of the school” (p. 38). We can take what is known about designing supportive physical classroom spaces and apply that information to carefully designed self-regulation spaces. By creating self-regulation spaces within the classroom environment, students will have a “mini-oasis” to access in order to calm down, destress, and self-regulate. Scott (2009) demonstrated that rather than being located elsewhere in the school building, self-regulation spaces can be developed in the most inclusive place of all, within the inclusive classroom environment where all students can access it as needed.

  • Self- Regulation spaces can be put together with moveable screens, walls, or bookshelves; with sheets or blankets laid over desks and mats on the floor; or with other structures like tents that create separation between the rest of the classroom (Martin, 2014).

  • An important consideration with these spaces, however, is that they need to be discussed and modeled with the entire class. More often than not, a student who needs some separation from the class is not going to want to draw more attention to themselves (Martin, 2014). If the space isn’t understood by the rest of the class or it is not commonly used, then the space could have unintended consequences of drawing more attention to the student in need.

  • Sensory tools can include massage chairs, rocking chairs, beanbags, weighted blankets, stress balls, weighted soft toys, relaxing visuals and sounds, and adjustable ambient lighting. These tools allow for self-regulation of arousal levels and emotions (Sutton et al., 2013). When children are feeling upset or frustrated, it is important that they can take care of themselves in a positive way with access to an activity that can relax their minds and reduce their frustration. Such activities can include things like reading, drawing, or Play-Doh (McWhorter, 2018).