Building Calm Classrooms: How to Create Emotionally Safe Spaces

What Makes a Classroom Emotionally Safe?

An emotionally safe classroom is one where students feel accepted, understood, and supported in both their learning and emotional experiences. Predictable routines and clear expectations create a sense of stability, helping to reduce anxiety and support regulation. When children know what to expect and feel safe in their relationships with adults, they are better able to engage, learn, and thrive.

Behavioural Support vs Emotional Regulation

Traditionally, behaviour support involves strategies that aim to reinforce desired behaviours and reduce undesired ones. While behaviour support can be helpful, especially when used positively and consistently, it often focuses on what the child is doing, rather than why the behaviour is happening. Emotional regulation is about supporting each child in understanding and responding to their internal experiences. This approach recognises that behaviour is often a form of communication. Research shows that children are more likely to behave well when they feel safe, connected, and emotionally understood. Educators can empower students by co-regulating with them, helping them name and explore their emotions and recognise their sensory or emotional triggers.

Intervention Strategies That Foster Connection

Psychologists working in school settings often advocate for proactive, relational approaches to behaviour that promote positive school wellbeing. These include:

● Co-regulation: Teachers and parents can co-regulate with children using the trauma-informed “Regulate, Relate, Reason” model which involves three key steps:

○ First, Regulate by helping the child feel calm and safe through your tone, body language, and presence.

○ Next, Relate by validating their emotions and offering connection without overwhelming them with words.

○ Finally, once 1 calm, Reason by supporting problem-solving and offering alternative behaviours with reassurance and clear limits.

● Restorative conversations: Instead of focusing on blame, these conversations encourage students to reflect on the impact of their actions and repair harm.

● Mindfulness and sensory breaks: Allowing children time and space to calm their bodies can prevent escalation.

● Visual supports: Emotion charts, calm-down corners, and visual schedules help make abstract feelings more concrete for young learners.

These strategies not only prevent escalation but also build the skills children need for lifelong emotional resilience.

Partnering With Wellbeing Teams for Consistency Partnering with wellbeing teams, including school psychologists, counsellors, and special education staff, can ensure that strategies are not only implemented but maintained across settings. When school staff and psychologists collaborate, children receive a unified message of support, and adults feel better equipped to respond to complex needs.

Psychology intervention might involve direct student support, consultation with teachers, or co-development of Individual Education Plans (IEPs).

By building emotionally safe classrooms, we create spaces where students can thrive academically. At the same time, we nurture their emotional wellbeing, supporting growth in all areas of life.

References:

● Brunzell, T., Waters, L., & Stokes, H. (2015). Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, 85(1), 3–9.

● Siegel, D. J., & Bryson, T. P. (2012). The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind. Bantam Books.