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Garīgā, morālā, sociālā un kultūras attīstība

Pilsonības fonds nosaka skolēnu garīgo, morālo, sociālo un kultūras attīstību saistībā ar skolēnu spējām un vēlmi darīt:

  • Garīgais: izpētiet uzskatus un pieredzi; cienīt vērtības; atklāt sevi un apkārtējo pasauli; izmantot iztēli un radošumu; atspoguļot.

  • Morāle: atpazīt pareizo un ļauno; izprast sekas; izpētīt morāles un ētikas jautājumus; piedāvāt pamatotus uzskatus.

  • Sociālie: izmantojiet sociālās prasmes dažādos kontekstos; labi strādāt ar citiem; atrisināt konfliktus; saprast, kā darbojas kopienas.

  • Kultūras: novērtēt kultūras ietekmi; piedalīties kultūras iespējās; saprast, pieņemt, cienīt un svinēt dažādību.


At Villiers Primary School, we are launching the Zones of Regulation throughout the whole school. We want to teach all of our children good coping and regulation strategies so they can help themselves when they experience anxiety and stress. In the classroom, sometimes children panic when faced with a tricky learning problem or challenge. By teaching them how to cope with these feelings might make them better at tackling learning challenges and build better resilience so they don’t give up so easily when faced with difficulty.

We want children at Villiers to grow into successful citizens. Teaching the children at a young age about managing their feelings will support them in later life so that they don’t turn to negative coping strategies which affect their mental and physical wellbeing.

We aim to help children to:

  • Recognise when they are in the different Zones and learn how to change or stay in the Zone they are in.

  • Increase their emotional vocabulary so they can explain how they are feeling.

  • Recognise when other people are in different Zones, to develop better empathy.

  • Develop an insight into what might make them move into the different Zones.

  • Understand that sensory experiences such as lack of sleep or hunger and their environment might influence which Zone they are in.

  • Develop problem-solving skills and resilience

  • Identify a range of calming and alerting strategies that support them (known as their personal ‘toolkit’).

What are the different Zones?

We will teach the children that everyone experiences all of the Zones. The Red and Yellow zones are not ‘bad’ or ‘naughty’ Zones. All of the Zones are expected at one time or another. We will show them that the Blue Zone, for example, is helpful when you are trying to fall asleep.

How will my child learn about the Zones of Regulation?

We will be introducing the Zones through discrete teaching lessons and through our PSHE curriculum. We will also be using the Zones language as part of daily school life so all staff will be referring to them, not just their class teacher. Lessons involve practical activities and real-life scenarios where children can learn what the Zones are, what they look like and how we can identify what Zone people are in by looking at their facial expressions and behaviours.

Some children might prefer not to use the ‘Zones language’ but label the emotions directly – this is fine and encouraged!


Each classroom has a Zones Regulation Station which is a safe space children can use to self-regulate. There are resources which include posters and tools to support the children to regulate.

How can you help your child use The Zones of Regulation at home?

  • Identify your own feelings using Zones language in front of your child (e.g.: I’m frustrated. I think I am in the Yellow Zone.”)

  • Talk about what tool you will use to be in the appropriate Zone (e.g.: “I need to take

four deep breaths to help get me back to the Green Zone.”)

  • At times, wonder which Zone your child is in, or, discuss which Zone a character in

a film / book might be in. (e.g.: “You look sleepy. Are you in the Blue Zone?”)

  • Engage your child in discussion around Zones when they are in the Red Zone is unlikely to be effective. You need to be discussing the different Zones and tools they can use when they are more regulated / calm.

  • Teach your child which tools they can use (eg: “It’s time for bed. Let’s read a book

together in the comfy chair to get you in the Blue Zone.”)

  • Regular Check-ins. “How are you feeling now?” and “How can you get back to Green?”

  • Modelling It is important to remember to show the children how you use tools to get back to the green zones. You might say “I am going to make myself a cup of tea and do some breathing exercises because I am in the blue zone” and afterwards tell your child how using those tools helped you get back to the green zone.

  • Share how their behaviour is affecting your Zone. For example, if they are in the Green Zone, you could comment that their behaviour is also helping you feel happy

/ go into the Green Zone.

  • Put up and reference the Zones visuals and tools in your home.

  • Praise and encourage your child when they share which Zone they are in.

Tips for practising The Zones of Regulation

  • Know yourself and how you react in difficult situations before dealing with your

child’s behaviours.

  • Know your child’s sensory threshold. We all process sensory information differently

and it impacts our reactivity to situations.

  • Know your child’s triggers.

  • Be consistent in managing your child’s behaviour and use the same language you use at home.

  • Empathise with your child and validate what they are feeling.

  • Have clear boundaries/routines and always follow through.


  • Do not deal with an angry, upset child when you are not yet calm yourself.

  • Discuss strategies for the next time when you are in a similar situation.

  • Remember to ask your child how their choices made you feel (empathy).

  • Praise your child for using strategies. Encourage your child to take a sensory break to help regulate their bodies.

Create a ‘calm’ box full of things which help to keep your child calm and alert. Advice about what could go in the box can be found on our website in the ‘Zones Toolkit’ section.

Common questions on the Zones of Regulation

Can my child be in more than one zone at the same time?

Yes. Your child may feel tired (blue zone) because they did not get enough sleep, and anxious (yellow zone) because they are worried about an activity at school. Listing more than one Zone reflects a good sense of personal feelings and alertness levels.

Should children be punished for being in the RED Zone?

It’s best for children to experience the natural consequences of being in the RED zone. If a child’s actions/choices hurt someone or destroys property, they need to repair the relationship and take responsibility for the mess they create. Once the child has calmed down, use the experience as a learning opportunity to process what the child would do differently next time.

Can you look like one Zone on the outside and feel like you are in another Zone on the inside?

Yes. Many of us “disguise” our Zone to match social expectations. We use the expression “put on a happy face” or mask the emotion so other people will have good thoughts about us. Parents often say that their children “lose it” and go into the Red Zone as soon as they get home. This is because children are increasing their awareness of their peers and expectations when in the classroom. They make every effort to keep it together at school to stay in the Green Zone. Home is when they feel safe to let it all out.

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