Kia ora koutou,

Over the past two Monday mornings whole school hui, we've been focusing on the Zones of Regulation Learning, specifically helping students understand the concept of "the size of the problem" and how it relates to their reactions. Learning about Emotional Intelligence is one of our school initiatives in our Charter, and it’s important learning, as research shows it can positively influence both their EQ (Emotional Intelligence) and IQ (Intellectual Intelligence). We emphasise that all emotions are valid and that we can control our thoughts and responses. Sometimes, a stressor can trigger a 'stress response,' but we can learn to manage our thoughts and choose healthy responses, leading to better emotional self-regulation. Self-regulated learners spend more time focused on learning and enjoy better relationships with their peers.

When a ‘problem’ or ‘stressor’ arises, it can be common for our tamariki to bring thinking to a problem which could be out of proportion to the actual issue. An example of this is a child might have said something to them in a rude tone, but the child internalises this tone with thoughts such as ‘they don’t like me, they are always rude to me and they are mean”. The child who spoke in a rude tone may have been feeling frustrated for some unrelated reason and didn’t communicate that well. We encourage students to pause, breathe, and smile when faced with a problem. This simple action allows their minds to take a quick break and helps them assess the actual "size of the problem." Understanding the size of a problem is a crucial social skill, enabling students to evaluate the seriousness of a situation and respond appropriately.

Here’s how we categorise problems for better understanding:

Small Problem:

• Causes minor frustration or annoyance.
• The feelings last a short time, usually less than 10 minutes.
• Typically affects only one person.
• This can be solved easily and quickly, often by the children themselves through communication/negotiation etc.

Examples:

• Losing a pencil.
• Something not going their way in a game.
• Feeling bothered by someone looking at them.
• Being pushed in front of the line.
• Miscommunications or disagreements when playing a game.

Medium Problem:

• Might involve or affect more than one person.
• Could last longer, take more time to solve, or involve stronger emotions.
• Often requires an adult's assistance.

Examples:

• Someone getting hurt.
• Forgetting lunch at home.
• Feeling sick.
• An ongoing disagreement with friends that is escalating and they can't resolve on their own.

Big Problem:

• An emergency requiring immediate adult help.
• Likely to affect many people.
• Involves large emotions, such as fear or grief.
• Someone has been seriously hurt.

Examples:

• A flood.
• A significant fall resulting in someone getting hurt.
• A family loss.
  

This approach of knowing our emotions, managing our thoughts, taking action to self-regulate and responding appropriately, aligns with the Whare Tapa Whā - Health and Wellbeing Model, particularly the Taha Hinengaro (Mental and Emotional Health) pillar. Taking good care of our Taha Hinengaro (mental and emotional well-being, including mind, heart, conscience, thoughts, and feelings) enhances our resilience in coping with life's ups and downs, fostering healthy ways of thinking and communicating.

It’s been wonderful to hear our students of all ages discussing some of the Zones of Regulation learning and putting these skills into practice. 

Thank you all for your continued support, and I hope you enjoy the rest of your week.

Ngaa mihi,
Nyree Olliver