Behaviour & Emotional Regulation

Behaviour and emotional regulation are about helping children understand, manage, and respond to their emotions in ways that are safe and effective. All behaviours are a form of communication, showing when a child is frustrated, anxious, or overwhelmed. Some children find it difficult to control impulses, cope with transitions, or calm down when frustrated. Supporting these skills helps children participate more confidently in learning, play, and social activities, while families and teachers benefit from clearer communication and predictable strategies.

Occupational therapists use neuro-affirming approaches, recognising and respecting each child’s unique neurological profile, and focus on building skills and strategies that support participation rather than trying to force compliance.

What OT support looks like

OTs introduce a variety of tools and strategies to help children regulate emotions, including:

• Calming strategies: Deep breathing, stretching, movement breaks, fidget tools

• Co-regulation: Adults model calm responses, guide the child through emotional experiences, and provide support until the child can self-regulate

• Visual frameworks: Tools like the Zones of Regulation, which help children identify their emotional state (e.g., blue = sad/tired, green = calm/ready to learn, yellow = frustrated/anxious, red = angry/upset) and choose appropriate coping strategies

Positive behaviour supports for home and school

OTs collaborate with families and teachers to create consistent strategies that reduce challenging behaviour and promote emotional regulation:

• Visual schedules and first–next boards for predictable routines

• Reward systems or token charts for practising coping skills

• Environment modifications to reduce triggers and provide calming spaces

• Coaching adults on clear, calm, and consistent responses

How OT support helps in everyday life

• Children learn to notice their emotional states and select strategies to manage them

• Reduces meltdowns, aggression, and frustration in school and home routines

• Improves engagement in learning, play, and social activities

• Families and teachers benefit from consistent strategies, making communication clearer and daily routines smoother

Why Interoception Matters for Emotional Regulation

• Helps children recognise early signs of stress, anxiety, or frustration before it becomes overwhelming

• Supports understanding of body signals linked to emotions, such as a racing heart when anxious or tight stomach when frustrated

• Allows children to choose strategies to calm down or adjust their energy level, improving self-regulation

• Supports independence in daily life by recognising when basic needs (like hunger or thirst) impact mood and behaviour

How this skill can change as your child grows

• Young children: Begin recognising emotions, need adult support and simple calming strategies

• School-aged children: Can apply coping strategies with guidance, use visual tools like Zones of Regulation

• Adolescents: Identify triggers independently, use strategies in social and academic settings, begin self-monitoring emotions

How this skill can look at home, school, or in the community

• Home: Child uses a “calm corner” or fidget tool when upset; parent supports co-regulation with breathing exercises

• School: Child uses Zones of Regulation chart to check emotions; teacher provides movement breaks or quiet space

• Community: Child recognises feeling “yellow” before a frustrating sports drill and asks for a break or calming strategy

Example

A 9-year-old became frustrated during art class when their painting didn’t turn out as expected. OT introduced a “calm corner” and a visual emotion check-in using the Zones of Regulation. With adult co-regulation initially, the child practised taking deep breaths and choosing a calming activity. Over time, the child now independently recognises when they are in the “yellow zone,” uses fidget tools or a calm-down strategy, and returns to the activity successfully without adult prompting.