The Zones of Regulation

After recess, a student returns to the classroom with a tense posture, quick breathing, and a searching gaze. Perhaps a lively game, loud noise, or extra stimulation has left them feeling heightened. In this moment, they need time to settle before they can fully engage in learning.

Scenes like this unfold every day in classrooms. What is often mistaken for misbehavior is actually a struggle to manage emotions, without the skills to handle big feelings, regulate energy levels, and refocus. Emotional regulation is not something children develop on their own. Like reading or problem-solving, it is a skill that requires nurturing.

That is where The Zones of Regulation gives students a way to understand their emotions and take action. Through a simple, color-based system, learners recognize how they are feeling, build strategies that support their needs, and regulate to a state where learning is possible. It turns feelings into something students can name, talk about, and manage with the support of the adults around them.

“We are all working on regulation. It is a skill that we develop over the course of our lifetime. What is distinct about The Zones of Regulation is that we empower learners of all ages to understand their full range of feelings and explore meaningful tools and strategies to support their well-being,” says Leah Kuypers, founder and CEO.

While working as an occupational therapist and autism resource specialist in public schools, Kuypers saw the need for a practical way to teach emotional self-regulation, sparking the creation of The Zones of Regulation.

It equips students with a framework of four color-coded zones that represent different states of alertness and emotions. Blue signals low energy, such as sadness or fatigue. Green reflects a calm and focused state. Yellow includes feelings like nervousness or excitement. Red covers intense emotions such as anger or panic.

Instead of melting down or shutting off, students learn to describe what is happening inside with colors. For example, instead of shouting,” a child might say “I’m in the Red Zone.” If they are tired, they might point to or say “I’m in the Blue Zone.” Most importantly, they then learn strategies that work for them in moving across and regulating their Zones, such as moving their body via a walk or jumping jacks or asking for space. With the right support and practice, they move from frustration to focus, ready to rejoin the class and take on the day.

Understanding emotions is not an extra lesson; it is the foundation for everything else. That is why The Zones of Regulation is built to work across all learning environments, from special education to general ed classrooms. Its digital curriculum includes ten structured concepts that, reinforced over time, help students expand their emotional vocabulary, build self-awareness, and make confident choices.

From a framework deployed in the field based on a capstone project, the program has grown into a widely used digital platform with research-backed features. Rooted in best practices such as Universal Design for Learning and trauma-informed care, it is designed for accessibility.

Teachers, therapists, and caregivers do not need to be psychology experts to use it. With visual tools, readymade lessons, and practical strategies, adults can support children in real time. Whether a student is buzzing with excitement or withdrawing into silence, there is a pathway to follow to support regulation real time.

The results are clear. A five-year-old with an intellectual disability who once struggled to identify emotions learned to check in with the Zones and eventually chose to calm himself during a tough moment. A fourth grader, triggered by a classmate’s noisy habits, took it upon himself to pause, think, and use a breathing strategy instead of lashing out.

These moments show self-regulation becoming part of everyday learning. As students take charge of their emotions, The Zones of Regulation is helping schools shift from discipline to understanding and support.