​​​​​​​​​​​​​​Children cannot learn if they do not feel safe. Many of our students experience sensory processing differences, heightened anxiety, or nervous system dysregulation linked to trauma, neurodiversity, or previous difficulties in school. That’s why regulation is not an add-on here – it is woven into every part of our curriculum, environment and daily practice. Before we ask a student to engage in thinking and learning, we help them feel settled, calm and ready.

 

 

Why Regulation Matters

 

Regulation is the foundation of learning. When a young person is overwhelmed, anxious, overloaded or shut down, their brain prioritises survival, not learning. By supporting regulation first:

 

• Attention, problem-solving and memory improve

• Communication and social interaction increase

• Behaviour becomes calmer and more purposeful

• Emotional resilience develops over time

• Trust and relationships deepen

• Learning becomes possible – and enjoyable

 

This approach aligns with neuroscience and trauma-informed practice, including the Window of Tolerance (Dr. Dan Siegel) and Polyvagal Theory (Dr. Stephen Porges), which show that students learn best when their nervous system feels safe.

 

 

Our Approach

 

We take a relationship-first and trauma-informed approach to regulation. Our work is guided by four principles:

 

• Safety first – emotional and physical safety come before learning

• Connection before correction – relationships regulate the brain

• Co-regulation before self-regulation – we don’t ask students to do alone what they haven’t learned to do with support

• Personalised pathways – one size does not fit all

 

 

Where Regulation Lives at Arise: Embedded Throughout the Day

 

Regulation isn’t a one-off activity – it is part of everyday life at Arise. We embed regulation across:

 

• Morning check-ins and predictable routines

• Movement breaks and sensory menus

• Calm corners and regulation spaces in classrooms

• Outdoor learning and safe physical activity

• Individual sensory plans

• Curriculum design, with emotionally aware lesson planning

• Projects that reduce pressure and build confidence, to facilitate learning by stealth

 

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Zones of Regulation

 

We use Zones of Regulation across the school as a shared emotional language. Students learn to recognise what zone they are in and choose tools to move towards the Green Zone – calm, focused and ready.

 

 

Sensory Strategies

 

We support sensory input needs using:

 

• Proprioceptive input: resistance bands, push/pull activities, weighted items

• Vestibular input: rocking chairs, trampolines, balance boards

• Tactile input: fidget tools, textured objects, sensory trays

• Oral motor input: chew tools, water bottles with straws

• Sensory diets: personalised regulation strategies built into the day

 

 

Movement and Physical Regulation

 

We understand that physical activity plays a vital role in regulating emotions, building resilience and improving mental health. Our PE offer is inclusive, adaptable and focused on enjoyment, capability and wellbeing – not competition. Movement regulates the brain. That’s why we include:

 

• Outdoor exploration, movement breaks, sensory circuits, active games.

• Planned PE sessions, fitness programmes, skill development in sports, adapted PE for individual needs

• Physical regulation breaks built into lessons

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Environments That Regulate

 

Our learning spaces are designed to reduce overwhelm and promote calm:

 

• Soft lighting and low-stimulus classrooms

• Access to outdoor areas

• Optional quiet spaces

• Visual timetables and predictability

• Flexible seating

 

 

Personalised Regulation Plans

 

Every student has their own sensory and regulation profile. We use observations, professional advice and family insight to build regulation plans that include:

 

• Known triggers

• Helpful strategies

• Supportive tools

• Co-regulation preferences

• Communication needs

• Crisis planning if needed

 

We work closely with parents and carers so that strategies are consistent at school and home.

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​Our approach draws from:

 

• Trauma-informed education

• Occupational therapy principles

• Advice from our Educational Psychologist

• Polyvagal-informed practice

• Attachment-aware education

• Collaborative problem solving

• Emotional coaching

 

Regulation is not “managing behaviour” – it is supporting nervous systems and emotional growth.

 

 

Impact on Learning

 

When regulation comes first:

 

• Students attend and engage more consistently

• Emotional wellbeing improves

• Learning stamina increases

• Relationships strengthen

• Thinking and learning follow naturally

 

Regulation creates readiness. Readiness creates success.