Zones of Regulation®

Pack for families: Level 1

An evidence-led programme to support children’s social

communication and emotional regulation needs

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
1
 Contents Page
Background/Evidence 3

Brief description of the Zones 4

Key Steps of the Zones pack 5

Step 1: Identifying emotions and the Zones 6-9

Step 1: Resources 10-12

Step 2: How experiences trigger the Zones 13-15

Step 2: Resources 16-17

Step 3: Using breathing to support focus and calm 18-19

Step 3: Resources 20

Step 4: Using a range of tools to support focus and calm 21

Step 4: Resources 23-26

Zones Thermometer 26

Zones Family 27-29

Additional Support 30

Where can I go for more information on Zones? 30

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
2
Background/Evidence
The Zones of Regulation® is an approach used to support emotional
regulation.

It’s great for children to use in schools but even better when the whole
family use it as well so that children and their families can get used to
the language of Zones in their everyday life!

The more people around a child who are familiar with the principles and
language of Zones, the better

The Zones framework can help children become more aware of:

- The range of different emotions and energy states (e.g. high

energy, medium energy, low energy) that they can feel.

- How different situations and experiences can trigger different

emotions and energy states.

- Tools and strategies that can support them when feeling different
emotions to help them move to an emotional state where they are
calmer and more ready to learn.

Children are encouraged to understand that there is no such thing as a

‘bad’ zone and that we all go through different zones, sometimes all of
them in a day (!) The key is to recognise which zone we are in so that we
can then be in a position to help ourselves or ask for help if we need it.

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
3
Brief description of the Zones

The Blue Zone is used to describe a ‘low’ energy state and ‘down’
emotions e.g. feeling sad, tired, sick or bored. If we were a car, our
engine would be running very slowly.

The Green Zone is used to describe a calm energy state. A person can
be described as happy, calm, focused or ready to learn when they are in
the Green Zone. This is the zone where optimal learning occurs. If we
were a car, our engine would be going at a smooth, medium speed.

The Yellow Zone is used to describe a semi-fast energy state. You are
starting to lose control over your feelings in the Yellow Zone but still
have some control. A person may be experiencing worry, frustration,
anxiety, excitement or silliness when in the Yellow Zone. If we were a car,
our engine would be going faster than the medium speed of the Green
Zone; we would be going above the speed limit and losing some control.

The Red Zone is used to describe an extremely heightened energy state.

The Red Zone is when you are feeling out of control. A person may be
elated (extremely excited), angry, yelling, or terrified when in the Red
Zone. If we were a car, our engine would be running really, really fast.

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
4
The key steps of the Zones pack

1. Step 1: Becoming familiar with identifying and describing

different emotions within each zone, as well as understanding
the energy levels in each zone.

2. Step 2: Identifying how different experiences will lead to

certain feelings or energy levels.

3. Step 3: Identifying and using breathing techniques (coping

strategies) which might be useful to help children move from one
emotion or energy state (e.g. high energy or low energy) to a
calmer more focused energy state.

4. Step 4: Identifying and using a range of tools (coping strategies)

which might be useful to help children move from one emotion or
energy state (e.g. high energy or low energy) to a calmer more
focused energy state.

Always let the children know that all the Zones are natural, no
zone is bad (even the red Zone is not a bad Zone!) and we can
experience all of them in a day sometimes.

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
5
Step 1: Becoming familiar with identifying and describing different
emotions within each zone as well as understanding the energy
state in each zone.

Take your time on each step - you don’t have to achieve all the activities
in one session. It’s best to take it slowly and steadily rather than
overloading the child with too much information.

Activity Equipment What to do

1. Introducing Reproducible E - Explain that we can group all the

Zones ‘The Zones of feelings that we can feel into
Regulation® Visual’ four zones.

Zones board e.g. an You may just want to focus on 1

A4 piece of paper or 2 zones in one session with
that is blue for the the child so as not to overload
Blue Zone (or has a them.
blue outline that
Explain….
you can draw in…)
When you are in the Blue Zone
An A4 piece of
(put down the zone label –
paper that is green
Reproducible D), your body is
for the Green Zone
running slowly such as when
(or has a green
you’re tired, sick, sad or bored.
outline)
The Green Zone (put down the
An A4 piece of
green zone label) is like a green
paper that is yellow
traffic light, when you’re ‘ready
An A4 piece of to go’. If you’re in the Green
paper that is red. Zone, you can feel happy, calm
and ready to learn.
Reproducible D –
‘Zones Labels’ When you’re in the Yellow
Zone, you need to think about
slowing down. If you’re in the
Yellow Zone you start to lose

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
6
 control like when you’re worried,
excited, silly, wiggly or surprised.

The Red Zone is when you are

feeling really strong feelings e.g.
anger, when we’re yelling, or
when we’re elated (really, really,
really excited) about something.
When you are in the red zone,
you are out of control and have
trouble making good choices
and need to STOP!

2. Creating Wall Reproducible C – Use the Family Zones sheet –

posters Cut out emotions p.26 - 28

Reproducible E – OR
The Zones of
Have 4 different coloured pieces
Regulation® visual
of paper (Around an A4 or A3
size)

Select emotions from

Reproducible C, (laminate them
if you have a laminator but don’t
worry if not) and put them in a
container (either all of the
emotions or whichever ones you
think would be appropriate for
the age of the children).

If you would like a more

reduced list of emotions you
could use the emotions in
Reproducible E or create your
own poster with the emotions
for each zone that you think are

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
7
 most relevant.

Ask each family member to take

turns selecting a picture from
the container at random.

The person taking the picture

out of the container should tell
the other family members what
they think the emotion is and
show them the picture. If the
emotion is less familiar to the
child then provide examples of
when you might feel it.

As a group, decide which zone

you would stick the emotion in
e.g. are they feeling tired (blue)
calm (green), giggly or excited
(yellow) or angry, terrified (red).
Provide support if necessary

(You can have a crib sheet e.g.

Reproducible E) to help you and
the children if they need some
clues.

Ask the person who picked the

picture to glue it to the poster in
the zone decided on by the
group.

Once completed, visually display

the posters for the family to
keep looking at and referring to
throughout the day, checking in
to see where everyone is on the

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
8
 Zones poster.

3. Guess the Container with small Have the children discretely pick
Zone coloured paper out a piece of coloured paper
inside, in the colour and ask them to act like
of each of the zones someone who is in that zone
(or write the colour (they can talk about a feeling if
in pencil on the that helps – provide support if
paper). necessary). See if the rest of the
family can guess what the Zone
is, based on what they have seen
and heard.

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
9
This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
10
This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
11
An example of a Simplified Zones of Regulation®
handout

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
12
Step 2: Identifying how different experiences or situations trigger
certain feelings or energy levels

Activity Equipment What to do

1. What Zone Mirror As a family, make guesses

are they in? about what zone people they
Books
see on the TV or characters in
Film clips books or films etc. are in based
on each person’s facial
expression. Provide support
where necessary.

Have children practice in a

mirror making different facial
expressions that match
different emotions.

Provide support where

necessary.

2. The Zones One copy of the Take a scenario from the

in me. Zones Scenarios container and read them to the
(Reproducible children.
G) Cut apart the
Zones scenarios
and place them After each scenario ask the
in the container. children to say which zone they
Include ones think they would be in, in a
that you feel are particular situation. Place it on
at the level of a piece of paper representing
the child. There each of the zones e.g. Zones
are blank Labels (Reproducible D).
scenarios

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
13
 squares to add Provide support where
any scenarios necessary.
that are
particularly
relevant to each
child.

A container
such as a hat,
bucket or jar.

3. Zones other Discuss that it is okay to be in

than the all of the zones and that there
green zone. is no such thing as a bad
zone.

Ask children if they can think of

times when they’ve been in
Zones other than the green
zone.

Discuss times when you might

be in the Blue Zone (when it’s
raining and you can’t go
outside) or the yellow zone
(when you’re stuck in a traffic
jam and feel worried or
frustrated) or in the red zone
(when you have had an
accident)

Say that people can experience

all the zones and that’s ok. Tell
them, that it is easier to learn if
children can stay calm and

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
14
 focused in the Green Zone but
sometimes they might get into
the Yellow, Red or Blue zones.
They will learn some tools
down the road to help them
move from one zone to the
other.

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
15
This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
16
This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
17
Step 3: Identifying and using breathing techniques to support focus
and calm

Activity Equipment What to do

1. Introducing (Reproducible T Say to the children that they

Calming tools (Lazy 8 will be learning about calming
breathing) techniques that often help
relax people’s minds and
bodies. Invite children to
share any strategies that they
currently use to that would
work when they are in the
Red or Yellow Zone to help
them move into the Green
Zone to help them calm
down.

2. Practise calming Lead the child through the

tools lazy 8 breathing and trace the
lazy 8 with their finger and
inhale when they go around
one side of the 8 and cross
over and exhale when they go
over to the other side of the
number.

Lead the children through a

counting to ten exercise.
Using a slow, quiet voice,
model for children how they

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
18
 can count to 10 in their head
with their eyes opened or
close. Explain that this gives
the children time to think and
make a plan before reacting.

3. Liaising with Where necessary liaise with

other OTs regarding any sensory
professionals tools e.g. fidget ball,
e.g. theraputty ®, wearing noise-
Occupational cancelling headphones,
Therapists, jumping, bouncing on a ball
Counsellors etc.

Counsellors if children are

displaying anxiety, depression

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
19
This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
20
Step 4: Identifying and using a range of tools
(coping strategies) to support focus and calm
Activity Equipment What to do

1. Introducing the Any picture of a Ask children :

idea of a tool box tool box with
- What do they use a tool
tools in it.
box for?

- What do they use tools

for?

- Why do people need

different tools in a tool
box?

Provide support with the

responses as appropriate.

If some children cannot grasp

the idea of a tool box, it is still
important that there is a
visual system set up so that
they can follow the structure
of the system when times that
they are feeling less
regulated.

2. Create your own The Zone Tools Give each child a copy of the
tool box Menu Zone Tools Menu
(Reproducible (Reproducible AA) or use your
AA) own ideas. You may wish to
consult an occupational
Copy of Tools of
therapist if they are involved.
Each of my Zones

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
21
 worksheet Ask children to glue pictures
(Reproducible BB) from the Zones Tools menu
into the Zone in which they
(with your input) feel it would
be helpful.

You can use digital

photographs or images from
the Internet of tools to further
personalise the children’
toolboxes.

Display children’s toolboxes in

a place that is easy for the
children to reference e.g. the
cover of their desk, bedroom
door.

This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
22
This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
23
This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
24
This information is adapted from The Zones of Regulation® by Leah Kupers which is related to The Social Social Thinking® curriculum.
Social Thinking® is a term coined by Michelle Garcia Winner, CCC-SLP and represents a coordinated teaching methodology consisting of
curricula, vocabulary, teaching tools, and strategies for individuals aged preschool through adults. Learn more at www.socialthinking.com.
25
Zones Thermometer
How to use:

The red zone is for out of control feelings (like terror, fury, elation)
a good zone for fight or flight – if you need to get away from a
situation

The yellow zone is for feelings of heightened energy levels e.g.

worried, excited, silly, annoyed – a good zone for running a race

The green zone is just-right energy levels – a good zone for

learning

The blue zone is when energy levels are low e.g. tired, bored (a
good zone for bed time!)

If the zone you are in is not appropriate for the situation you may
wish to use a tool or a coping strategy such as:
• taking a break, deep breaths, moving to a safe space
• Taking a movement break
• Having a drink of water
• Talking for an adult
• Thinking “how big is this problem”
• Thinking positive coaching thoughts

You can’t control your feeling but you can control how you act on
them and how you think about them

For more information see “The Zones of Regulation ®” by Leah

Kuypers

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Family Zones Sheet

What zone am I in?

What zone am I in? Tools I can use Tools I can use
Red zone: emotions so strong you feel out of Yellow zone: a heightened state of alertness but
control e.g. distraught, terrified, in a rage* still in control e.g. excited, silly, anxious, stressed,
Yellow zone: a heightened state of alertness but
Red zone: emotions so strong you feel out of upset, scared
RED still in control e.g. excited, silly, anxious, stressed,
control e.g. distraught, terrified, in a rage*
upset, scared YELLOW
YELLOW
RED

Green zone: ideal state of alertness/in control for Blue zone: low state of alertness e.g. tired, sad, or
Green zone: ideal state of alertness/in control for Blue zone: low
learning e.g. calm, focussed, happy state of alertness e.g. tired, sad,bored
learning e.g. calm, focussed, happy or bored

GREEN BLUE
GREEN BLUE

27
The red zone is not a good time to talk! Wait until things have calmed down to discuss what happened and if necessary whether
your response was expected or unexpected… and what could have been done differently.

Remember: it’s normal to be in all the zones! We can control whether we react to our zone in an expected (socially appropriate)
or unexpected way given the situation and people around us.

28
Additional support
If you feel a child needs input with emotional regulation due to possible
sensory issues, a discussion with your link occupational therapist may be
appropriate. If a child’s emotional issues are causing persistent distress, or
if they are not related to social communication difficulties, please consider
involving other relevant professionals such as emotional literacy support
assistants, CAMHS or an educational psychologist.

Where can I go for more information?

There are some free downloadable handouts from the Zones of Regulation website

https://www.zonesofregulation.com/free-downloadable-handouts1.html

 There are two apps by Selosoft Inc. which go through these

concepts:

“Zones of Regulation®”

“Exploring Emotions”

 Or buy the book: Zones of Regulation®:

“The Zones of Regulation®: A curriculum designed to foster self

regulation and emotional control”.

https://www.thinkingbooks.co.uk/buy/the-zones-of-
regulation_3.htm
 Zones and Covid-19 http://www.zonesofregulation.com/distance-learning-
resources.html
 You can watch more about Leah Kuypers’s Zones of regulation
on the following Youtube videos
 https://www.youtube.com/watch?v=uvihIQcXZa8
 https://www.youtube.com/watch?v=uvihIQcXZa8
 https://www.youtube.com/watch?v=E59d7mrfFC0
Contact: Any queries contact CYP Therapies on 01296 566045

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