Why Every Classroom Needs a Calming Corner: Tips for Teachers
A few weeks ago, I published episode 74 of my podcast and subsequently received lots of questions about one of the strategies I mentioned in it. Enough questions to make me want to write a blog that will HOPEFULLY impact more people who could be curious about the same thing!
In episode 74 of Teaching La Vida Loca, I shared 6 ways you can be more mindful and demurer this year! I was excited to jump on the trend started by Jools Lebron because there are SO many ways that being mindful and demure benefits our students AND us! (click the image below to listen in!)
The part that sparked a lot of questions was when I talked about the value of having a calming corner, or as I call it my “zona de calma”. I do NOT call it a “calm down” corner as many teachers do, because honestly, anytime someone tells me to “calm down” I just get more annoyed/angry/frustrated/exasperated and I’m an adult! I do NOT recommend telling a child to “calm down” nor tell them “Just go to the calm down spot”. How we talk about this space matters just as much as having it in the first place.
I hope that in this blog I can provide you with the answers you need to consider adding a space in your room where students can go to breathe, reflect, feel peaceful, or ground themselves when they need it most!
#1 Students should opt-in when they need it
The zona de calma is there for students to choose when they feel the need for it. It’s not a “punishment zone” or a place where they get sent for misbehavior. Instead, it’s an option for students to self-regulate and manage their emotions. When they realize they’re feeling overwhelmed, it’s something they can learn to give themselves—a way to take a break, process, and re-center. Empowering them to make this decision helps them in more ways than one and making it available in your space shows students that you care about them as whole people with complex developing emotions.
A few years ago, I blogged on silent hand signals that students can use to communicate needs quickly without having to raise their hand and communicate in front of the whole class. I suggest having a hand signal asking to move to the calming zone so they don’t have to announce their departure. They can just slip away and do some centering or guided breathing. In the last few years, I’ve eliminated most of the hand signals but “bathroom, water, calming corner” remain so that kids can signal me quickly and don’t have to wait to get their needs met.
#2 Norm it in your classroom
It’s crucial to normalize the space so students know it’s there, understand what it’s for, and learn what’s available to them while they’re in the zona de calma. I take time to explain this at the start of the year, walk through expectations, and even model different scenarios. This way, the students feel comfortable and confident in using it. It’s not a corner they’re afraid to visit—it’s a part of our classroom culture!
If a student needs a reminder of the expectations, maybe you notice students getting distracted by what they’re doing in your calming area, call out an active brain break so everyone’s moving and remind the student in the calming area of the expectations.
#3 Have a timer
I have a timer in my calming corner. Why? Because I want them to get what they need—rest, grounding, or just a moment to breathe—and then return to class. I use a sand timer because it doubles as a sensory tool. Watching the grains fall has a naturally calming effect, and it’s a non-verbal way to help students track their time. Of course, there are special circumstances where a longer break may be needed, but for the most part, the timer works great. It also ensures that if others need the space there’s a way to keep time equitable.
An example of when a longer break might be needed is if a kiddo has expressed that they have a migraine or maybe didn’t get a lot of sleep the night before. I love having a dedicated space where they can go take a quick cat nap or lay their head down for a minute and feel a little more ready to tackle their day.
#4 Elementary, Middle, and High School Differences
How you set up a calming area will vary depending on the grade level you teach and what you know about your kids. You know your context, your community, your teaching style, and your classes and students better than anyone so in this blog, I am going to share various pictures of calming corners and you can create your own space. I will also just mention my experiences with calming corners in various grade levels:
Elementary: Simple is better; timer, feelings chart, guided breathing pages, stuffies, if it is too exciting it could become more enticing than your class when you introduce it.
Middle: Fidgets, visual poster of hidden things, feelings chart, guided breathing pages, timer, nothing that makes noise, again, I’ve found simple to be better.
High: The spaces I’ve been in like Bertha’s below have MORE and students seem better able to handle more options and still return to class. I would still include a timer.
Calming Corner Examples
Ignore the poster, but this is an example of my 3rd and 4th grade calming corner from a few years ago. Guided breathing pages and small stuffies in the blue bin. The timer is there too.
Here’s an example of a calming area in a MS Art classroom. This is my friend Libby Minshall’s room. It is very minimal but has coloring pages and things kiddos can read on the wall for support.
Here’s a space that’s got a lot more in it. This is in a 3rd grade homeroom classroom. My friend Mierielle Lonian’s room. There are feeling charts on the wall, stuffies and pillows, and a little calming tent. Various fidgets are in the bins. Lots of visual affirmations for students to read while they’re there. She also has a weighted blanket in the tent, and I have caught teachers napping in the tent on their planning periods before!
These photos are from Bertha Delgadillo’s calming area for her HS students. You can see lots of fidgets, a puzzle, guided breathing pages, and coloring tools. She said she added the puzzle this year, and it has been really supportive and students have really enjoyed it.
#5 Resources to support your students in the zona de calma
I’ve mentioned a few things on repeat in this blog. One of them is “feelings charts”. You can check mine out here (free). I also like this one for MS and HS students. I also strongly recommend guided breathing pages. You can grab my freebie one pager that has two different guided breathing activities here:
And if you love it, I have the complete resource in my TPT store here.
Reflection pages are especially helpful when I use the calming corner for more structured moments, like when a student might need to take a break and reflect on a behavior. This only happens after multiple redirects and reminders have not worked. But remember—this space isn’t a punishment; it’s an opportunity to reset, express what happened through reflection, and then have a restorative conversation with me so we can get them back to class.
#6 Managing behavior and building relationships
Let’s talk about BIGGER behaviors for a minute. This zona de calma was an absolute game-changer for my classroom management when I first implemented it over 8 years ago. Instead of sending a kid out of the room for something super disruptive or something that really went against our community norms, (which can feel like saying, “I don’t have time for you” ?), I use this space as a way to help students process in a healthier way. I find that sending a student out of the classroom can sometimes make it harder to have restorative conversations later. It can strain the relationship, and I don’t like the message it sends—that we can’t figure things out together.
That said, there are times when a student needs to be removed from the environment. When that happens, I always suggest using a buddy teacher’s calming corner as a step before sending them to a dean or administrator. This keeps the focus on restoration and relationship-building instead of escalating. It’s easier to rebuild trust and reconnect when students are sent to reflect in a space rather than sent to an administrator. Obviously, the key to this is having someone else nearby that you can send that kiddo to.
Incorporating a zona de calma has transformed the way I manage behaviors and build relationships in my classroom. It’s a simple but powerful tool to help our students develop emotional regulation skills while showing them that we care about their well-being. Whether you’re working with younger students or teens, having a dedicated space for them to recognize and regulate their emotions can make a world of difference—not just for them, but for you too.
I can’t wait to hear what you make for them! Email me and let me know! I am grateful for you! It feels nice to be back to blogging now that I have a bit more extra time on maternity leave! If you’re interested in any coaching with me I have a couple of opportunities for you! Here’s my 1:1 offers right now, or if you’ve never tried group coaching before, it is my absolute FAVE! Click here to learn about my two group coaching cohorts that start this month!
Until next time, my friend!
Joyfully yours,
Annabelle
