In the corner of Amanda Rasmussen’s classroom, Rocco, a weighted alligator, watches over students who are engaging with puzzles, STEM-building kits, books, sensory tactile squares of various textures, blankets and other fidgets, while sitting on a rug that reads, “Dream Big.”

Her Aspen Elementary classroom, known as the Pineapple Room for its pineapple decor, serves as a haven where students can retreat to unwind, whether they’re feeling anxious about a class assignment or need to calm down after a stressful moment.

“We have seen an increase of emotional dysregulation and behavior problems nationwide and in Jordan School District, we want to support these students,” Rasmussen said, who teaches special education. “I wanted a place where students could come and that there would be no judgment. It would be safe. They could take time to regulate those emotions.”

With grants from the Jordan Education Foundation, Rasmussen set up a calm-down corner, primarily used by special education students and those with individualized education plans. However, it, along with the school’s wellness room, is accessible to all students.

The calm-down corner is often used when teachers notice a student needs a break or when the students themselves recognize they need one. It is also used by students who have scheduled breaks.

“Usually, it’s something they need for anxiety, or transitions might be hard for them. Maybe they struggle in math, and that makes them anxious, so we give them a break, either right before or right after math,” Rasmussen said. 

Students set a timer, typically under 10 minutes, when they enter the calm-down corner. A sign on the wall suggests ways to calm down, such as deep breathing, stretching or imagining their favorite place.

“A lot of students know what to do when they come here. When they come in, I'll say hi and remind them to set the timers. We usually have five adults in this room and can remind them how much time they have left,” she said. “If they’re too emotionally distraught and can’t regulate themselves independently, we teach them. This space has a lot of tools to be able to regulate those emotions before going back to their classroom.”

Fourth-grade teacher Jon Black said teachers understand their students and can offer accommodations or introduce flexibility into their lessons when needed.

“However, every class probably has one or two kids that would benefit from it (calm down corner), especially the classes with younger students who are learning how to manage behaviors and emotions,” he added.

Rasmussen estimates four students use the calm down corner daily. 

“This last week, I had one student who used it and he was emotionally dysregulated; something had happened at school, but he was anxious about something at home. Two others, their teachers had sent them down for a 10-minute break. The fourth one was a student who had a scheduled break,” she said. “Sometimes the students just need a break to just chill for a second and want to talk about it. A lot of times the students will take a nap. We know if students are tired they're not going to learn anyway, so we might as well give them a little bit of some sleep.”

Rasmussen collaborates to teach students self-regulation techniques with the school’s counselor April Erickson, psychologist Ling Chu and Andrew Fuchs, who oversees the wellness room. Students are taught to identify their emotions, from a high red zone to a calm green zone.

“We've incorporated finger breathing where they trace your fingers as you are breathing or naming five senses, as they look around the room as de-escalation strategies. Sometimes we’re able to talk them through, but a lot of these kids can't communicate exactly what's going on, so we focus on calming them before trying to problem solve what the situation is,” she said. “Ninety percent of the school is emotionally regulated so we mostly know the students who come and they know us. It’s a place where they feel comfortable and we’ve built this trust with them.”

While most Jordan schools have wellness rooms, Rasmussen isn’t sure how many have dedicated calm-down corners.

In her 12 years of teaching, including four at Aspen, Rasmussen advocates for her special education students.

“A lot of the time, they can't advocate for themselves, and they need somebody to advocate for them. They need an environment where they feel safe and it’s non-judgmental, so creating an environment that is welcoming is awesome,” she said. “The calm down corner has made a huge difference; it’s a place where we can support each other.” λ