ABSTRACT
This chapter describes how another school used the Zones of Regulation but began by teaching children some basic neuroscience. The project also involved teaching them to use a technique called ‘the size of the problem’ to help them handle tricky situations and uncomfortable feelings. The chapter presents an analysis of the needs of a focus cohort of children, based on detailed assessment, and the changes seen as a result of the project. It concludes that it is important to provide teachers with dedicated time for social and emotional learning within their timetable, rather than asking them to squeeze it in alongside other obligations. Fixed times of the day should be scheduled for emotion check-ins, rather than using them when problems arise, and it is essential when introducing new approaches to behaviour and wellbeing to involve everyone in school, including lunchtime supervisors.
