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I would like to help provide my students, and all students, a place that they can go, to seek refuge in order to regulate their emotions, de-escalate, take a break, or calm down without feeling like it is only an option for one or a few students. Implementing “peace corners” in a few pre-selected general education classrooms and elective classrooms, with close collaboration with the teachers, will provide a classroom environment that is less stressful for all students and will more closely represent truly inclusive practices. Providing a place where students can take a break when they need it is a research based strategy for special populations including students with ADHD, Autism, and Emotional Disturbance. It is also a research based strategy for students who are considered At-Risk, or receiving RTI tier 2 interventions. Peace corners could provide an opportunity for all students to develop self-regulation/calming skills and support social emotional learning. We would like to place well supplied peace corners into multiple classrooms and elective locations. This would allow for us to work closely with general education teachers in grades 1 and 2, as well as with elective teachers who work with all of the students in the school on a weekly basis, to implement, manage, and collect data on what is successful, and what needs to be adjusted in order for peace corners to be successful. If this is successful, then I am hoping to extend the use of peace corners to additional classrooms in all grade levels on my elementary campus. We will equip the peace corners on my campus with: comfortable seating, boxes containing sensory items and fidgets, sand timers with various time limits (so students can decide how much time they need), and items that will assist with mindful breathing techniques.

About my class

I would like to help provide my students, and all students, a place that they can go, to seek refuge in order to regulate their emotions, de-escalate, take a break, or calm down without feeling like it is only an option for one or a few students. Implementing “peace corners” in a few pre-selected general education classrooms and elective classrooms, with close collaboration with the teachers, will provide a classroom environment that is less stressful for all students and will more closely represent truly inclusive practices. Providing a place where students can take a break when they need it is a research based strategy for special populations including students with ADHD, Autism, and Emotional Disturbance. It is also a research based strategy for students who are considered At-Risk, or receiving RTI tier 2 interventions. Peace corners could provide an opportunity for all students to develop self-regulation/calming skills and support social emotional learning. We would like to place well supplied peace corners into multiple classrooms and elective locations. This would allow for us to work closely with general education teachers in grades 1 and 2, as well as with elective teachers who work with all of the students in the school on a weekly basis, to implement, manage, and collect data on what is successful, and what needs to be adjusted in order for peace corners to be successful. If this is successful, then I am hoping to extend the use of peace corners to additional classrooms in all grade levels on my elementary campus. We will equip the peace corners on my campus with: comfortable seating, boxes containing sensory items and fidgets, sand timers with various time limits (so students can decide how much time they need), and items that will assist with mindful breathing techniques.

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