What Is Self-Regulation?

Self-regulation is the ability of the brain and body to

function optimally so that we can complete our tasks. In
order to do this, we need to be able to attain, maintain or
change our levels of alertness so that they are appropriate
for the current task or situation.

Our nervous system is always in a state of ‘alertness’ and

this can affect the way we feel and how much we can
concentrate. Different activities and environments require
different levels of alertness.

We need to be at our optimal state of alertness to

attend, concentrate and perform tasks.
Different Levels of Alertness

When we need to sleep, we want our level of alertness to be low to allow us to

rest.

At school, we want our level of alertness to be just right so that we can focus
on learning.

When we’re doing something exciting, our level of alertness will be high as
there is more stimulation to engage us.
Why Is Alertness Important for Children?

If a child can maintain the right level of alertness, it

enables them to complete their day-to-day activities,
including self-care, learning and play.

When they are able to do this, they should feel more

confident and more in control of what they are
doing and what they need to do next.

This ‘just right’ state means the child can process

sensory information and respond appropriately by
focusing and engaging.
Dysregulation and Development
Dysregulation

Dysregulation occurs when a child is not at the ‘just right’ state of

alertness.

The child may get angry and frustrated or freeze and withdraw.

Development

We start to learn to self-regulate when we are babies. Our caregivers look after
us and soothe us by feeding, rocking and swaddling us.

Our ability to self-regulate is learnt through experience as we grow up.

Children need support to self-regulate while their brain develops, until they can
do it for themselves.
High Alert Levels
If the child has high alert levels, it will be hard for
them to focus.

They may also appear to be:

hyped up;

disorganised;
Finding it difficult to sit at a desk or table;

running around excessively;

not able to keep still;

unfocused;

out of control.
Low Alert Levels
If a child has low alert levels, they may seem lethargic or
sluggish and not be motivated to do their tasks.

They may also appear to be:

in a low mood;
slouching;

drooping;

propping their head up with their hands;

low in energy;

slow to move.
Just Right Alert Levels
If a child is ‘just right’ they are ready to focus on their task,
whether that's learning, self-care or play.

They may also appear to be:

ready to study or play;

alert;
focused;

attentive;

sitting upright at a desk or table;

ready to listen and learn;

relaxed but ready to move.

Sensory Alertness Is a Bit Like a Fizzy Drink

If a can of fizzy drink is shaken up, it’s too bubbly ‒

it spills out and we can't drink it.

If it’s flat, it’s a bit dull and we don’t want to

drink it.

When the drink is nicely chilled, fresh and not

shaken, it’s just right.
Why Does It Matter?

Children need to be at an optimal state of alertness for

learning so that they can:

play, which will help them to learn about themselves

and their environment;

engage in self care;

self-regulate.

Alertness is an important skill for children

to learn.
Ideas to Help Children to Self-Regulate in
the Classroom

Try to plan self-regulation brain breaks throughout the day,

such as:
performing a movement song, like ‘Heads, Shoulders, Knees and Toes';

imitating beatbox sounds with call and response activities;

practising stretches or yoga.

Ideas to Help Children to Self-Regulate in
the Classroom

Other options:

Try incorporating a ‘pacing lane’ at the back of the classroom.

Allow children to stand and listen.

Encourage children to change their seating to either a cushion, a partially

inflated beach ball, a bath pillow or a camping pillow.

Experiment with allowing children to have a fidget toy.

Try showing children how to carry out some breathing exercises.

Quick Strategies
Low Alert Levels: Alerting Inputs
provide movement breaks;
swinging or bouncing;
playing with tactile/fidget toys;
providing messy play activities;
use of fast vibration;
using light touch;
providing cold drinks to drink or
ice to suck on;
playing upbeat music;
encouraging children to eat crunchy
or spicy foods.
Quick Strategies

High Alert Levels: Calming Inputs

wrapping children in a heavy blanket;

applying deep pressure throughout

use a firmer touch;
the body;
providing activities that require give children access a calm, quiet
heavy muscle work; environment;

guide children in slow rocking or playing relaxing music;

swinging;
encouraging children to squeeze a
use of slow vibration; specific object.