Be proactive

To successfully implement a calm space, it is important to be proactive. The first planning step is to identify students who may become overwhelmed and could benefit from using a calm space. Meet with the student when they are calm and discuss what options may be appropriate for a calm space. It is important to discuss, clarify and agree on specific points:

• under what circumstances the use of a calm space is appropriate
• how the student can request a calm space e.g. handing over a card, raising their hand
• how the teacher can subtly signal to suggest the calm space if they can see the student is struggling
• the location of the calm space. It is important that the student views the calm space as positive and calming, so involve the student in choosing the location and ensure the space is away from highly visible areas to protect their privacy and dignity. 
• how long the student stays in the calm space 
• whether the student is expected to take their work with them. 

During this meeting, it is important to:

• teach the student how and when to use the calm space e.g. through modelling and role play
• ensure you include any visual supports or cue cards, such as a break card, when the student is learning to use the calm space. 

Creating a space with the student gives them a sense of agency to meet their own regulation needs at a time when they may feel vulnerable. It is essential that everyone involved understands that the calm space is to support the student and not a punishment. Ensure the space is a functional and purposeful area where students can engage in movement, quiet time, sensory input, and emotional regulation in ways they prefer and for the time they need. This might mean providing sensory equipment in the space that meets their sensory needs, such as headphones and self-regulation aids. 

Review regularly

It is important to check in with the student regularly to ensure that the calm space is working for both the teacher and student. It is also worthwhile to consider any adjustments that may be necessary. 

Make sure all staff know that the student has approval to use the calm space strategy and how to support them. Ensure these spaces are not used for behaviour management but instead used for the purpose of self-regulation. 

Provide alternative safe options 

Consider other calm spaces you can develop in the school – determine if there is scope to create inclusive clubs, programs or supervised spaces (e.g., chess club, quiet library space) during break times which means students with sensory processing difficulties can escape the busy and noisy playground areas. These spaces can provide a safe and proactive solution to potential bullying or harassment that many neurodivergent students experience. It also provides a safe space for younger autistic students to develop their social skills and engage in parallel play. 

It works better if:

• the teacher and student proactively agree on where the calm space is and how to notify the teacher before the student needs to use it
• the calm space has appropriate sensory tools and self-regulation tools to support students to manage overwhelm 
• the student is able to take classroom work with them so the calm space does not become a way of avoiding class work.

It doesn’t work if:

• the teacher uses the calm space as a punishment or to exclude the student from classroom activities, as the calm space should have a positive association
• the student is required to ask for permission verbally to use calm space – sometimes students may feel too overwhelmed to verbally ask permission to use the space
• the calm space is not located somewhere that is calming for the student
• the student consistently uses the calm space to avoid doing classroom work – this might require a conversation about capabilities and the work they complete.