Leads to
School Success
ACTION RESEARCH PROJECT
BY: ALYSSA KING
Introduction
Definition of Self-Regulation
u “Self-regulation is the ability to control one’s impulsive feelings,
thoughts, and behavior in order to comply with social and personal
standards and to achieve long-term goals” (Van Prooijena, Huttemana,
Mulderb, Van Akena, & Laceulle, 2018, p. 29).
Literature Review
Self-Regulation in School
u Self-regulation uniquely predicts academic success (Molnar, 2016, p. 54). Children
who can appropriately regulate their positive and negative emotions attain higher
achievement in early elementary math and reading. In addition, children with
higher emotional capability are more engaged in school.
u It is important for children to be taught to use the correct tools to manage
their emotions and impulses and they must have opportunities to practice them.
Self-regulation and the ability to control unexpected responses is a critical
component to children’s success in school. Children who can effectively and openly
manage their thoughts, feelings, and actions, have an easier time learning and
socializing in school (McClelland & Cameron, 2011, p. 30).
Literature Review
Emotional Intelligence
u Children must be able to regulate their emotions and control their
impulses to be ready to learn. “Emotional intelligence is a set of skills
associated with monitoring one’s own and others’ emotions, and the
ability to use emotions to guide one’s thinking and actions” (as cited in
Tominey, O’Bryon, Rivers, & Shapses, 2017).
Literature Review
Importance of Self-Regulation
u Self-regulation is essential to success in “mental and physical health,
educational attainment, work achievement, and marital satisfaction,
among others” (as cited in Milojevich & Haskett, 2018, p. 144).
u Students who develop their self-regulation can focus on classroom
activities and ignore distractions, remember the teacher’s directions
long enough to carry out a task and resist impulses. These important
skills may give them an advantage to succeed in school.
Literature Review
Zones of Regulation is a
curriculum designed to help
students better understand how
they process and respond to
situational triggers, their own
emotions, and develop a range of
strategies or tools to self-
regulate. It teaches emotional
control skills that help students
develop coping mechanisms,
allowing them to manage
overwhelming, painful, and
stressful situations.
Methods
Internship Responsibilities
u Research
u Provide resources
u Create kid-friendly visualizations of the Zones for the teachers and students
u Decorate hallways and bulletin boards throughout the school
u Create kid-friendly SmartBoard lessons for the 18 lessons outlined in Zones of Regulation
u Teach Zones of Regulation lessons to students
Methods
zones of regulation
Methods
Methods
zones of regulation
Methods
Methods
Methods
Limitations
u Pilot Study
u Scheduled to begin in August when the school year started
u Not introduced to the Zones of Regulation program until January
u 90-minute overview
u Miscommunication - the presenters instructed us to look over the
materials before we meet again in April, but our principal expected us
to start teaching lessons right away
u Due to the delayed start date, teachers were not able to teach all 18
lessons
Findings
100% 100%
95% 95%
90% 90%
85% 85%
80% 80%
75% 75%
Blue Green Yellow Red Blue Green Yellow Red
Parent Interviews
Findings
Teacher Interviews
Findings
Research Question #1
u From the results of the survey, teachers indicated their students have an
increased ability to access and use sensory support tools and calming strategies
to self-regulate, which is attributed to the Zones of Regulation Program and
Break Box materials we were given.
u As shown in my research, there is evidence to prove that students need help in
controlling their emotions. The Zones of Regulation Program is one of many
curriculums that teach students how to self-regulate. The Zones of Regulation
uses 18 sequential lessons to teach the four zones, how to recognize what zone a
child is in, gain insight into how behavior changes how others think and feel,
identify triggers that lead to the Yellow and Red Zones, calming tools techniques,
and thinking strategies, why, when, and how to use the tools.
Conclusions
Research Question #2
u Parents use the following tools, techniques, strategies, and skills at home to
attempt to deescalate emotional situations including: reminders of the zone,
talking it out before it escalates, deep breathing, quiet space, and hugs.
u Teachers/staff use the following tools, techniques, strategies, and skills have
been successful in calming students within the classrooms: catching a ball,
jumping on the trampoline, breathing techniques, focus techniques, calming music,
“mindful moments”, using the Break Box, writing about emotions, discussing
emotions, and a therapy dog.
Conclusions
Research Question #3
u There was sufficient evidence to support the success of the pilot program.
u Student surveys from the beginning of the study, compared to the end of the study,
showed students indicated an improvement in their understanding of the program and
colored zones with increased percentages of “Yes” in seven out of eight questions.
u Parent survey data also supports an increased ability to identify feelings in each of the
colored zones, read facial expressions to recognize what other people are thinking and
feeling, and understand that behavior can change and affect others’ thoughts, feelings,
and emotions. These skills can be attributed to the lessons taught in the Zones of
Regulation Program.
u Although teachers had positive things to say about the program and how it has been
implemented, there were some mixed reviews. Common themes in teacher responses were:
the program is a good idea, but we have not had enough time to implement it, students
have learned how to identify feelings in each of the zones, SmartBoard lessons and Break
Box materials are helpful, and counselors should be teaching the lessons.
Action Plan
u Start the Zones of Regulation Program in the first week of the new school year
u Teach two lessons each week in the first quarter
u Provide more training and professional development on the Zones of Regulation Program