Zones of Regulation Information for Families

What is Emotional Regulation?

For Emotional Regulation I like to use a framework called Zones of Regulation which is a simple system that helps kids identify their emotions as well as their energy level. By learning and practicing emotional regulation, students are increasing their self-awareness as well as taking the first step in working towards using tools that can help them stay regulated.

Zones of Regulation organizes feelings and energy levels into four zones, each represented by a color. To teach this in a student-friendly way, we use the analogy of our body as our motor and ask the question, “How fast is your motor going?” Below are descriptions of each zone:

In the Blue Zone, our motor is going slow. Our bodies might feel heavy and tired. It might be hard to get motivated to do work, and our mind might have a hard time focusing. In the Blue Zone, we often have two main types of feelings: sad feelings (disappointed, lonely, sad) and tired feelings (bored, exhausted, uninterested, tired). If we are in an environment where we need to help our motor or mind go a little bit faster, we can use strategies like go for a walk, stretch, get a drink, or use positive self-talk (such as “I can focus!” or “I can do hard things!”).

In the Green Zone, our motor is going just right. Our bodies might feel alert and calm, with just the right amount of energy to do our work and focus. In the Green Zone, we often have two main types of feelings: happy feelings (joyful, happy, cheerful) and calm feelings (content, focused, calm). If we are in an environment where the Green Zone is a helpful place to be, we can use strategies to help us stay “in the green” such as using positive self-talk, noticing what things are helping us stay happy and calm, and staying focused on our goals. 

In the Yellow Zone, our motor is going fast. Our bodies might feel tense, restless, fidgety, or very energetic, and we might notice that our heart is beating fast or our stomach hurts. In the Yellow Zone, we often have three main types of feelings: upset feelings (upset, frustrated),  silly feelings (goofy, silly, very excited), or worried feelings (nervous, anxious, worried). If we are in an environment where we need our motor to go a little bit slower, we can use strategies such as deep breathing (we use terms such as “belly breathing”) taking a break or walk, naming your feeling (“I am feeling nervous because we are about to take a test.”), distracting our brain with an enjoyable activity,  or positive self-talk (“I can stay calm and focused.”)  When we are in the Yellow Zone, it is important to be aware of our surroundings and behavior, and recognize that when our motor is going fast, we might be more likely to act without thinking.

In the Red Zone, our motor is going REALLY FAST.  Our bodies might feel very tense, hot, or out of control, and we might notice our heart beating very fast, our hands and feet might want to hit or kick, or our stomach might really hurt. In the Red Zone, our feelings are like Yellow Zone feelings that get really big: angry feelings (furious),  silly feelings (Extremely silly/goofy) or scared feelings (terrified). If we are in the Red Zone, it is very important to remember that we are probably out of control, and we need to take a break so we do not say or do something that is harmful to ourselves or those around us. Once we are taking a break and are in a safe place, we can use strategies such as deep breathing, doing something to tire our body like running or jumping, doing something enjoyable to distract our brain, or naming our feeling(s) (“I am feeling furious because someone said something very mean,”). In the Red Zone, it is important to remember to reach out for help from a grownup we trust.

When talking to students about the Zones, it is important to emphasize that none of the Zones are bad, but normal reactions to things within ourselves and in our environment. When we talk about the Green Zone being “just right”, we are referring to it being the state in which we typically do our best learning. There are times in our day, however, where the Green Zone might not be the most optimal. For example, when we are trying to go to sleep, we hope we are in the Blue Zone. If we are out playing at recess, it is appropriate to be excited and in the Yellow Zone; if we are about to take an important test or perform in front of people, being nervous and in the Yellow Zone for a short period of time can actually give us the energy and focus we need to do well. Even the Red Zone has its place; if we need to run from a dangerous situation or if we get angry at someone being treated poorly, we might need that burst of energy to fix the problem at hand.

While there are many applications for the Zones of Regulation framework, the most important place to start is by encouraging self-awareness. We can support students by modeling our own awareness via “think alouds”: “I noticed this morning that I was in the Yellow Zone, I felt frustrated when I could not get the copy machine to work, and my motor was going fast.” or “I am feeling sad and in the Blue Zone today, I had to say goodbye to my family that was visiting.” or, “I got a good night of sleep and am feeling happy and focused today in the Green Zone.” After modeling, we can notice these same things in our students: “I noticed your motor is going really fast as you come in from recess. I am wondering if you are in the Yellow Zone and need to get a drink before sitting down,” or “I noticed your head is down on your desk, which tells me your motor is going slow; please pass out these papers to help it go a little faster.” By helping our students strengthen their self-awareness, we have taken the first steps in helping them manage their emotions and behavior.

2011, Kuypers, Leah M. The zones of regulation: a curriculum designed to foster self-regulation and emotional control. Think Social Publishing, Inc.