Alternatives to zones of regulation for supporting emotional well-being

What Are the Alternatives to Zones of Regulation?

In a previous post, we explored the potential issues with zones of regulation as a means of supporting student's regulation. Her are some alternative approaches:

1. Co-Regulation Over Self-Regulation

Many children—especially autistic children—regulate best through connection with a trusted adult. Instead of expecting a child to manage intense emotional states alone, focus on co-regulation: offering reassurance, presence, and sensory or relational support. This might look like sitting quietly beside a child, offering a grounding touch (if welcome), or simply narrating what you notice gently and without judgment.

Listening to the child’s experience, reflecting back some of the emotions you think they might be feeling, and helping them name those experiences builds both emotional literacy and safety—both of which are prerequisites for true self-regulation.

While “independent self-regulation” is often the goal in school-based settings, for many children—especially those who are neurodivergent or trauma-affected—co-regulation is the bridge that gets them there. Check out this resource from Revolution in Education - providing descriptions of co-regulation practices occurring in the school context.

2. Interoception-Based Approaches

Emerging research highlights interoceptive awareness—the ability to notice and interpret internal body signals—as a foundational building block for emotional regulation and emotional intelligence. This is particularly relevant for autistic children and those with trauma histories, for whom top-down, purely cognitive strategies (like those used in Zones of Regulation) can be difficult to access—especially in moments of heightened stress or dysregulation. As Dan Siegel puts it, when a child has “flipped their lid,” reasoning and categorising become neurologically out of reach. Interoception-based approaches instead focus on bottom-up awareness: helping children notice what’s happening in their body first, then supporting them to respond. The South Australian Department for Education has created accessible, practical resources around this approach, which also aligns with evidence-based models like Mindfulness and Acceptance and Commitment Therapy. Kelly Mahler (Occupational Therapist) also has fabulous resources for understanding behaviour, emotions and building interoceptive awareness.

3. A Neuroscience-Informed Approach to Regulation

Contemporary neuroscience makes it clear: emotional regulation is not just a behavioural skill—it’s a biological and relational process. Children need to feel safe, both internally and relationally, in order for their nervous systems to support calm, connected states.

Rather than focusing on behaviour, a neuroscience-informed lens helps us understand why a child might be dysregulated in the first place—and what they need to return to regulation. This might include sensory adjustments, time, or connection.

This idea is central to Dr. Dan Siegel’s work in The Whole-Brain Child, where he introduces the concept of “Name it to tame it.” The process of identifying and naming an emotional experience helps integrate the brain’s emotional and rational parts, but it doesn’t happen in isolation—it requires a calm, attuned adult and a sense of felt safety.

Unlike behaviourist approaches that focus on observable behaviour and reward-based compliance, neuroscience-informed models prioritise emotional safety and relational support as the foundation for lasting regulation.

💡 Learn more about this concept in Dan Siegel’s The Whole-Brain Child or watch him explain “Name it to Tame it” on YouTube.

But how do we find curriculum resources to use in the classroom?

Introducing: Social Stencil

Social Stencil is an Australian neuroaffirming social-emotional curriculum that supports all young people to explore and understand themselves and others; our social, emotional, sensory, and learning similarities and our differences. At Social Stencil they call it peer-to-peer learning, where oung people work together to understand friendship concepts, why and how conflict happens, and a skill set of strategies to manage conflict and life’s tricky moments.

Social Stencil has been developed by Dr Connie Buckingham and provides training and resources for the 3 tiers - whole school/class, targeted groups and individual support.

“Recognising and understanding ourselves and others lays the foundation for positive peer relationships and inclusive classrooms where every individual is valued and belongs, ready to work and learn together”. Dr Connie Buckingham

In summary

While the Zones of Regulation may work for some children, it has significant limitations when used with autistic and trauma affected individuals. By shifting away from compliance-based emotional regulation and towards neuroaffirming, neuroscience informed approaches, we can create safer, more supportive environments where autistic children feel truly understood and empowered.

Rather than teaching children to change how they feel, let’s teach them that all emotions are valid, their needs matter, and they deserve support in a way that honours their neurodivergent experience.