1. ZONES of Regulation: Considerations for Implementation
Context
“Zones of Regulation” by Leah Kuypers is an 18 lesson curriculum designed to assist students to learn to
implement self-regulation strategies. The program states that it is designed to be delivered in 1:1 or
small group format. In SCDSB, the “Zones of Regulation” program is being used for individual students,
small group situations, whole class instruction, and school wide implementation. An overview of the
program is available through a request to the Area Special Education Program Consultant.
The members of the Board Special Education Teams (both Area and Complex needs) have been involved
with many schools for the implementation of the curriculum. The following is based on compilation of
feedback, learning and next steps that have been brought forth to Special Education board support
people.
Program
“Zones of Regulation” is not a board mandated program but is one of many programs that can be used
to teach students self-regulation strategies. School teams are encouraged to explore a range of selfregulation programs to ensure the program(s) will meet the needs of the student(s) and school staff. A
request can be made to the Area Special Education Consultant to learn more about self-regulation
programs and tools.
Team for Support of Implementation
Schools are strongly encouraged to involve their Area Special Education team in helping to establish how
Zones of Regulation could be implemented at the school level. If the school team has decided to have
the program implemented school-wide, it is encouraged to have a working group which represents each
division and special education in order create a plan for implementation and follow through. The plan
should include check-ins with staff on progress of implementation. Area Special Education Teams are
available to assist with this planning.
Self-Regulation Emphasis
Tools for self-regulation (Sensory, Calming and Thinking) need to be taught early in the program. The
curriculum states that lessons 10 – 12 can be introduced following the teaching of lesson 5. The
program is designed to teach self-regulation strategies and not emotions. Emotions are not judged, it is
the demonstration of socially appropriate behaviours in each zone that are being encouraged. This
needs to be an emphasis when teaching the program.
Classroom Check Ins
Whole classroom Zones check in is not an essential component of the program. According to the
curriculum, students are taught to check in with their Zone after lesson 9. If the working group and/or a
teacher decides to have a whole class check-in, a plan should be created on how to address/support
students when they identify themselves as being in the red and/or blue zone. Ideally, check-ins should

2. ZONES of Regulation: Considerations for Implementation
be individualized and age/developmentally appropriate to meet needs of the students. Please see
section titled Knowing Your Students for more information.
Knowing Your Students
Knowing your students is essential. Using professional judgment to follow procedures such as the
Suicide Protocol, involving SERTs and administrators appropriately, contacting CAS, seeking support
from Child and Youth Workers, contacting parents, involving outside agencies and social workers are
ongoing for any student in our classrooms.
IEPs, Safety Plans and Behaviour Plans must be reviewed and followed. Individualized responses for a
student identifying he/she is in the red, must be considered and documented appropriately, developed
and followed through on. These program considerations may be outlined in the above mentioned
documentation formats.
If a student persistently identifies that they are feeling red or blue, the school team needs to convene a
SNC that includes parents and make a plan on how to best support the student.
Individualizing Support
If the school team decides that there will be whole school implementation, consideration needs to be
made for the specific students who need to be taught self-regulation strategies by an educator
individually or in a small group format. Students who may need this additional support will most likely
be on an IEP for alternative program expectations in the areas of self-regulation, social skills and/or
behaviour. School teams are strongly encouraged to plan ahead on how to ensure this specific teaching
occurs prior to broader implementation in the school.