Helping Children Stay Calm

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The Power of Proactive and Reactive Strategies

As parents and carers, we all want to help our children manage big feelings, sensory overload, and tricky behaviours in ways that build confidence and help them stay calm.

But when emotions run high, it can be hard to know what to do in the moment — and how to help prevent those moments in the first place. That’s where proactive and reactive strategies come in. Understanding the difference between the two — and how they work together — can make daily life feel more peaceful for both you and your child.

Read on to find out more…

What’s the difference between them?

What it MeansWhen It’s Used
Proactive StrategiesThings we do before stress or overwhelm happens to help prevent big emotions or behaviour.Everyday routines, habits, and supports that keep your child regulated and calm.
Reactive StrategiesThings we do after emotions or behaviour have escalated.In the heat of the moment, when your child is already dysregulated.

Think of it like weather planning…

  • Proactive is checking the forecast, packing a raincoat, and planning a route to stay dry.
  • Reactive is opening the umbrella when the rain starts.

We need both — but life is calmer when we’re prepared.

Why it matters:

Proactive strategies help reduce stress on the nervous system. They give your child predictability, safety, and skills to manage their emotions before they feel overwhelmed.

Reactive strategies are essential when emotions are already high. They help calm the body and bring your child back to a state where they can think, learn, and connect again.

Using both together builds emotional intelligence, confidence, and self-regulation — key ingredients for thriving in daily life.

What’s Happening in the Brain

  • Proactive strategies engage the “thinking brain” (the prefrontal cortex), teaching planning, reflection, and choice-making.
  • Reactive strategies soothe the “feeling brain” (the amygdala and limbic system) when your child’s nervous system is in fight, flight, or freeze.

When we focus more on proactive support, we reduce how often those fight-or-flight moments happen — and when they do, they’re easier to recover from.

How to use:

Proactive Strategies: Prevent Stress Before It Builds

These are the daily habits, routines, and supports that help children feel safe, calm, and in control.

1. Sensory-Friendly Environments

  • Reduce noise and visual clutter
  • Dim lights or use warm lamps
  • Offer a calm corner or quiet space
  • Keep routines predictable

Example: A “cosy corner” with soft lighting, fidgets, and weighted blankets gives a child somewhere to retreat before they feel overwhelmed.

2. Self-Regulation Skills

Teach your child what helps them feel calm. This can include:

  • Wall pushes or animal walks (heavy work)
  • Breathing games or blowing bubbles
  • Stretching or yoga poses
  • Crunchy snacks or chewing (oral regulation)
  • Visualization or story-based relaxation

Example: Practice “starfish breathing” together when you’re calm — trace your fingers and breathe in and out with each point.

3. Emotional Education

Help your child name what they feel:

  • Use feelings charts or visuals
  • Talk about emotions in stories or daily life
  • Model naming your own feelings calmly

Example: “I’m feeling a bit frustrated, so I’m going to take a deep breath.” This teaches emotional language and coping by example.

4. Adult Modelling

Children learn regulation from our calm presence.

  • Narrate what you’re doing to calm yourself
  • Use a steady tone
  • Keep routines consistent

Example: “Let’s pause together and take a breath. We can figure this out once we feel calm.”

Reactive Strategies: Support in the Moments

When your child is already upset or overwhelmed, the goal is calm and connection, not correction. Try:

  • Moving to a quieter, low-stimulation space
  • Using deep pressure (like a firm hug or weighted blanket)
  • Offering a familiar comfort item or soothing activity
  • Keeping language minimal — too many words can add stress
  • Waiting patiently — give their nervous system time to settle

Example: If your child is melting down after school, dim the lights, sit nearby quietly, and let them rock or squeeze a fidget. Once they’re calm, you can talk or problem-solve.

Top tips:

5 Key Principles for parents

  • Balance is best. Use both proactive and reactive strategies; proactive reduces how often reactive is needed.
  • Teach gradually. Start with adult-led support; introduce independence as your child learns what works.
  • Stay consistent. Predictability builds trust and emotional safety.
  • Observe and adjust. Notice what calms your child — every child’s needs are unique.

Keep up to date with the latest SensationALL Self-Regulation Strategies on our socials!

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Self-regulation spotlight – Finished Box

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It’s our aim to share fantastic self-regulation techniques with you and this post focuses on Finished Box; a simple but powerful tool to support regulation, transitions, and dignity in letting go of items.

What is it?

A Finished Box is a clearly marked container where children place items they are “done” with. Instead of throwing objects, clinging to toys, or hiding materials, children are offered a predictable way to signal completion.

Why it matters:

It may sound small, but for neurodivergent children or those with sensory, attention/focus or executive functioning differences, this tool can be transformative in helping them determine when an activity or game is finished. For older youngsters, it could be used to mark the end of homework or tech time.

Neurologically, children need closure to mark an activity as complete and a Finished Box is a physical method of doing so as it provides:

  • A clear, consistent end-point (supporting executive functioning) giving the brain has a clear signal “when I’m done, it always goes in here”
  • Predictable sensory-motor feedback – the motion of putting or throwing things in the box can release energy in a positive way (tactile/proprioceptive closure)
  • Reduction in overwhelm from too many items at once – minimising stimulus by ‘finishing’ with some toys/games before moving onto other items
  • Visible reassurance that items are “done for now” will help reduce stealing/clinging/throwing
  • Creates a predictable bridge for smoother transitions between activities

By introducing a Finished Box, we support the brain’s need for order and safety. This small adjustment creates calmer situations in play or activities, strengthens trust,and empowers children to move on with dignity.

Remember, if your child displays boisterous behaviour with toys or items, throwing or holding onto items isn’t “bad behaviour”, it’s communication! They probably enjoy the sensory stimulation from the noise and motion of throwing the item so by restricting throwing to the finished box only, you can redirect that energy into a positive outlet. For heavy or bulky items you can encourage them to be gentle when placing items in the box, praising them when they do a good job.

How to use:

  • Have a Finished Box on standby during play activities or home tasks as part of their routine and model repeated use of the box in every activity so it becomes a predictable part of their behaviour.
  • Use consistent language when guiding children: “Finished? It goes in the Finished Box.”
  • Create a unique Finished Box when you need a child or youngster to “let go” of items (toys, fidgets, comforters etc.) to help them transition away from reliance on those items more smoothly. 

Top tips:

  • involve your child in choosing which box is for different toys or rooms of the house.
  • Colourful boxes or tubs will help them identify what goes where as well as making it more visually interesting.
  • Why not make a finished box or bag to take out with you for small fidgets, comforters or toys.

Keep up to date with the latest SensationALL Self-Regulation Strategies on our socials!

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Self-regulation spotlight – Jumping!

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 In an occupational therapy context, jumping is a powerful (and fun!), whole-body sensory regulation tool that can help with energy release, body organisation, and emotional balance.

What is it?

Repeated up-and-down movements help people increase awareness of their body’s position and the force it is using, as well as supporting balance and spatial awareness. Jumping using trampolines, skipping ropes, hopscotch, or even simple “star jumps” on the spot all stimulate multiple sensory systems in the body which can have a positive effect on a person.

Why it matters:

Jumping is a brilliant regulating tool because it combines heavy work (impact through the joints) with rhythm and repetition. For both children and adults, it can boost alertness and focus; for some people, it offers an outlet to release built-up energy or stress. It improves balance, coordination, and overall body awareness, making it both fun and regulating!

Why it works:

Regulation through proprioceptive input
o Jumping delivers high-intensity heavy work to joints and muscles, which can be calming for sensory seekers and organising for sensory avoiders.

Vestibular–proprioceptive integration
o The brain must process acceleration, deceleration, and impact timing and this is building spatial awareness and balance.

Motor planning & coordination
o Sequencing jumps, adjusting force, and landing safely develops praxis.

Core stability & postural control
o Maintaining upright position on unstable surfaces strengthens deep postural muscles.

Attention & engagement
o Rhythmic, repetitive jumping increases dopamine and norepinephrine, supporting focus

Top tips – use jumping as part of a sensory diet, as a proactive regulation tool in your daily routine. Finish a jumping activity with a grounding movement (heavy pushing, static wall sits or deep breathing).

Jumping ideas

Target games – jump to catch bubbles or a hanging scarf

Rhythm integration– jump to a beat or music (slow = calming or fast = alerting)

Heavy work combination– Jump then push a weighted cart or carry an object for sustained regulation

Cognitive integration– Count backwards while jumping or every time you jump, call out a shape/colour/animal

Safety

  • Always supervise jumping activities closely.
  • Use age-appropriate, well-maintained equipment (mini-trampolines, crash mats).
  • Clear the area of obstacles.
  • Teach safe mounting/dismounting.
  • Consider fatigue — high-intensity jumping may be exhausting for some children.
  • Monitor arousal levels — some children may become over-stimulated and need grounding afterwards.

Keep up to date with the latest SensationALL Self-Regulation Strategies on our socials!

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Self-regulation spotlight – Co-Regulation!

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At SensationALL, co-regulation is at the very core of what we do. By modelling calm and regulated behaviour, children feel safe and can settle more easily.

What is it?

Co-regulation means using ourselves as the primary tool for regulation: our breath, body language, tone of voice, and rhythm help to shape a child’s nervous system. A dysregulated adult cannot regulate a dysregulated child so maintaining a calm presence provides the foundation for all the techniques we use here at SensationALL.

Why it matters:

Neurologically, children borrow regulation from adults before they can self-regulate. By reading our state, children can pick up on feelings of safety through our tone of voice, facial expression, and posture.

This means that when we slow down, they slow down; when we brighten and become more animated, they become more alert!

Why it works:

  • Co-regulation has to come before self-regulation. Children borrow our from nervous system. When we are grounded, their bodies detect safety and begin to settle.
  • Feelings of safety. Warm eye contact at the child’s level, soft facial muscles, and a friendly voice signal “safe” to the brain, which eases the flight or fight response.
  • Emotional mirroring. As humans we unconsciously copy postures, facial expressions, and rhythms. If an adult has a slow, steady rhythm a child will mirror this (heart rate, breath, movement).
  • Sensory variation:
    o Calming: using deep pressure techniques and predictable rhythm can help calm dysregulation.
    o Alerting: using a bright and friendly voice, faster tempo and an upright posture can help children feel more alert
  • Naming sensations. We can use our words to bring awareness to sensations: “Your hands look tight; let’s soften them together”. This builds body awareness and helps young people understand they have a choice about how to feel.
  • Building tolerance. Our calm presence widens a child’s capacity to feel big feelings without tipping over into shutdown or chaos.

What can we do as adults?

As adults, we can support children when they are dysregulated by thinking about our body, voice and actions.

Body

  • Grounded stance (feet hip-width, weight through heels), relaxed shoulders, open
    hands.
  • Get low (kneel/sit) to reduce visual threat and power distance.
  • Breathe visibly: in through nose, longer out-breath (count 4 in / 6 out).
  • Proximity: offer presence at an angle (not face-on). Always gain consent for touch.
  • Predictable movement: slow, smooth, minimal sudden gestures

Voice

  • Calming: low volume, lower pitch, slower pace, warm prosody, short phrases, longer
    pauses.
  • Alerting: brighter tone, slightly increased pace, clear rhythm, upbeat prosody.
  • Language: validate + guide (“You’re frustrated. I’m here. Let’s press hands
    together… now two slow breaths.”)

Actions

  • Model self-regulation out loud (“I’m slowing my breath… shoulders down… now I
    can think.”)
  • Offer regulating choices (calm or alert) matched to need.
  • Shape the environment: reduce visual/auditory load for calming; add rhythm/novelty for alerting.

Five steps to co-regulation!

Next time you want to help a child to regulate their behaviour, try using our 5-step system:

Ground (you and child): feet down • long exhale • soften jaw • slow hands
Connect: name + validate their feelings • be at their level • warm face/eyes
Guide: offer two choices (calm vs alert)
Practice: regulate together (you lead with rhythm)
Close: name the shift • return to task.

Co-regulation is a powerful tool. By role modelling a calm state we can help others feel calm and grounded too.

Keep up to date with the latest SensationALL Self-Regulation Strategies on our socials!

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Self-regulation spotlight – Vibration!

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At SensationALL we frequently use vibration as a sensory regulation tool to support alert levels, self-regulation, and reconnecting with the body.

What is it?

Vibration involves using objects that produce rhythmic buzzing or shaking sensations on the body, such as vibrating cushions, handheld massagers, toothbrushes, or simple activities like humming against a surface.

Why it matters:

Vibration stimulates both the tactile and proprioceptive systems. Depending on individual needs, it can boost alertness—helping to “wake up” the body and mind—or soothe and regulate by bringing focus back into the body and releasing tension. It’s especially beneficial for children who struggle with body awareness, emotional regulation, or focus.

Vibration is strong, predictable, and easy to control. This input can calm an overwhelmed system, energise a low-energy body, or enhance awareness of limb positioning.

One way we incorporate vibration is through vibration plate equipment, which sends vibrations to the body, stimulating muscles and improving lymphatic flow, reducing blood pressure, and increasing circulation—factors that enhance focus, mood, and concentration.

Here are some examples of vibration tools useful in therapy and play during daily routines:

  • Whole-body vibration plates: children can stand, sit with feet on, or place hands on the plate—great for grounding and regulation.
  • Handheld vibration massagers: gentle, soft-head devices suitable for quick spot treatments on hands, shoulders, or calves (avoid heavy-duty “massage guns” for children).
  • Vibrating cushions or pillows: children can sit or lean against them, ideal for calm-down areas or classroom seating.
  • Vibrating toys: stuffed animals, Fidgets, or balls that vibrate—engaging and fun for younger children.
  • Vibrating toothbrushes: useful for oral-motor stimulation, feeding prep, and desensitisation for oral sensitivities.
  • Vibrating pens or writing tools: aid hand awareness before handwriting and make fine motor tasks more fun.
  • DIY options include small battery-operated handheld fans (without blades) or clip-on vibrating pet brushes, which are soft and safe.

Safe use of vibration is crucial—our Golden Rules include:

  1. Always offer Choice and Control!
  2. Use short bursts (10-30 seconds), then follow with movement or play.
  3. Observe their response—calmer? More alert? Overstimulated? Adjust accordingly.

Understanding personal feelings about vibration helps select the most beneficial type:

Low energy

  • slightly stronger vibrations in short bursts, targeting large body areas first, then hands for fine motor skills
  • paired with quick heavy work and focus tasks.

Over-responsive/anxious

  • very gentle, predictable vibrations, starting with hands/feet, then the torso; avoid face/abdomen until trust is established
  •  incorporate slow breathing, deep pressure squeezes, and quiet spaces, gradually progressing to play.

Mixed emotions

  • offer a choice menu with questions like “which spot?”, “how strong?”, “how long?”
  • alternate between heavy work and calming breaths.

Vibration helps the brain “notice the body” more clearly, helping to regulate the senses and bring a sense of calm, or energy, to your life!

Keep up to date with the latest SensationALL Self-Regulation Strategies on our socials!

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Self-regulation spotlight – Deep Pressure!

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At SensationALL, we use a wide variety of sensory-informed strategies during our sessions and interactions with people with neurodivergent conditions and additional support needs.

In this article, Clinical Lead, Rebekah, explains why these approached are important, and how they can benefit you or your loved one.

Deep Pressure

What is it?

Deep pressure stimulation (DPS) means applying consistent, gentle weight or compression to the body.

This can be through weighted blankets, firm hugs (with consent), compression garments, or activities like pushing/pulling heavy objects.

How does it work?

Deep pressure activates the body’s proprioceptive system and sends signals to the brain that help reduce anxiety, increase focus, and create a feeling of safety. This can be particularly beneficial for individuals who may experience sensory overload or dysregulation!

Here are a few suggestions for activities based on age groups that incorporate deep pressure!

Young children (ages 2-6)

  • Compression hugs or “body sandwich” with cushions
  • “Steamroller” game (child lies under a blanket/mat or cushion and is gently rolled
  • over with pressure)
  • Rolling in a blanket (like a burrito)
  • Animal walks: bear crawl, crab walk — heavy work through limbs
  • Tug-of-war or pulling toys

Children (ages 7-12)

  • Weighted lap pads during seated tasks (school, homework)
  • Heavy work jobs: pushing laundry baskets, carrying books, stacking chairs
  • Deep pressure massage or brushing protocol (e.g., Wilbarger)
  • Yoga poses with joint compression (downward dog, child’s pose with hands
  • pressing into floor)
  • “Pillow pile crash”: jumping into a beanbag or soft pile
  • Fidget tools that provide resistive feedback (therapy putty, stress balls)
  • Introduce self-advocacy: “When I feel jittery, I can do __ to feel better.”

Teens (ages 13+)

  • Compression vests or snug athletic clothing
  • Weighted blankets or wraps during relaxation, sleep, or transitions
  • Wall push-ups, planks, or resistance band exercises
  • Therapeutic massage or self-massage tools (foam rollers, vibrating pads)
  • Carrying a loaded backpack briefly (not for long periods)
  • Using gym equipment for proprioceptive input: rowing machines, resistance training

If you find that deep pressure works for you, it might be worth considering how this can be part of your everyday routine. Here’s a few examples of how deep pressure can be applied to your daily routine:

  • Morning: Wall pushes, body squeezes, weighted breakfast chair pad
  • School: Lap pad, heavy backpack (briefly), resistance putty during listening
  • Afternoon: “Heavy work” chores or play, trampoline or crash pad time
  • Transitions: Compression vest, bear hug, or pillow sandwich before car rides or errands
  • Bedtime: Massage, weighted blanket, yoga or child’s pose

When using these strategies, it is important to follow a number of safety tips!

  • Always person-led: Deep pressure should never be forced; it must feel safe and comforting!
  • Time-limited: Weighted blankets or vests should be used for 20 minutes at a time.
  • Observe response: Signs of dysregulation (sweating, agitation, zoning out) means it’s too much input.
  • Use appropriate weight: Weighted items should be around -10% of the child’s body weight, or minus 1-2lbs, depending on modality. Always ensure you are adjusting the weight and communicating with the person – deep pressure can vary for everyone!
  • Pair with co-regulation: Use deep pressure WITH verbal reassurance and a soothing tone.

Deep pressure is a powerful, non-verbal language of safety. It tells the body: you are grounded, you are held, you are safe. When used respectfully, it becomes a ritual of care, a bridge between nervous system healing and daily life.

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Sensory Regulation and Play!

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So far this summer, we have had a lot of fun at a whole host of different activity groups!

Every session run by our wonderful practitioners guarantees opportunities for play. Although our service users see these sessions as a chance to get involved in fun activities, what they may not realise is that our practitioners have designed activities around sensory regulation strategies so they are learning while they are playing!

Regulating our senses looks different for everyone, whether they are neurodivergent or not. We all have different requirements and varying factors that may impact our sensory needs. For many neurodivergent children, their senses can become easily overwhelmed which can manifest in flight, fight or freeze responses, often making it difficult for them to engage in day to day activities.

We spoke to Rebekah Moorhouse, one of our lead practitioners, who shared two types of regulation strategies: alerting and calming. These cover a variety of different energy levels and cater to lots of different sensory requirements.

Examples of Alerting Strategies

These strategies come in handy when a person is feeling withdrawn or sleepy. Some of these examples might help to stimulate the senses and work as an energy boost:

  • Fidget tools (spiky or resistive textures)
  • High energy movements like bouncing, jumping and dancing!
  • Bright or natural lighting!
  • Engaging in preferred interests/special interests

Examples of Calming Strategies

When a person is feeling too overstimulated, they may need some grounding techniques to relax. A few examples are:

  • Quiet spaces / sensory tents or dens
  • Sensory bins (soft rice, sand, water play)
  • Journaling or drawing feelings
  • Slow, rhythmic rocking or swinging

At SensationALL, our sensory rooms provide the ultimate space for peacefulness, with the use of colourful projectors, ambient music and comfortable surroundings. These safe spaces can also be recreated at home with any items that bring you comfort and help you relax, like fuzzy blankets and cushions.

There you have it! It can be trial and error to find what works for your child, but the summer months provide a great opportunity to experiment with different techniques. If you find something that works, why not make it a regular part of your routine!

Follow us on our social media pages for more top tips and information about upcoming events!

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Launching new Charity Ambassador role!

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We are delighted to launch a new volunteer role aimed at professionals who want to give back to charity by donating their skills or professional insight.

Lisa Grainger, SensationALL’s fundraising and marketing manager, says: “Volunteers are an invaluable extension to our staff team and the ambassador role is a new flexible role that can be tailored to suit your interests and availability. There are no set hours and many ways to get involved, whether that’s promoting our events, connecting us with local businesses and schools or simply being a public face of the charity.

The role of an ambassador can take many forms; from attending events on behalf of the charity to talk about our services to reaching out to organisations for fundraising support or donations. It’s important to remember that the role can be bespoke to you as an individual too; allowing you to further awareness of the charity in a way that you are comfortable. This is really valuable to the charity as it allows us to reach out to new people, create fundraising opportunities and help create positive awareness among local communities.

The benefits of volunteering

Ambassadors also benefit personally, Lisa adds: “Our volunteers tell us they get a huge amount of enjoyment from their roles as they expand their understanding of neurodivergence, meet new people, add value to their CVs and most importantly, have fun!

Plus, the huge amount of satisfaction in seeing our small, local charity grow and thrive – volunteers can be proud that they’re making a positive difference. Any amount of time people can give is greatly appreciated and will help us achieve our charitable goals of supporting more people across the northeast.” 

Ambassadors in action

Claire Muir, owner of Little Black Dog Media and parent of a SensationALL attendee, is one of the charity’s first ambassadors. She describes why she wanted to get involved:

“As someone who’s seen first-hand how SensationALL supports families, I wanted to give back. But with work and young children, I couldn’t commit to anything regular.

Lisa suggested I help on an ad-hoc basis with copywriting. There’s no pressure, but I’ve already helped a few times and it feels fantastic to support the charity in a way that works for me.” 

Get in touch

Could you be our next ambassador? To find out more about becoming a SensationALL ambassador contact volunteering@sensationall.org.uk  

Sensory Ball 2025

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Like most charities, SensationALL relies on the donations and financial contributions of funders and supporters in order to achieve our charitable purpose of improving the lives of people with neurodivergent conditions and complex support needs.

The highlight in our fundraising calendar is the annual ball and this year, we have added a sensory theme to not only enhance the guest experience but give guests an insight into how it feels when you are affected by sensory processing issues.

Around 10% of the UK population is estimated to have sensory processing issues. These people can be severely challenged by everyday things that the majority of people take for granted including social interactions, noisy environments, the feel of clothes or the texture of food.

As so many of the children and adults using SensationALL’s services struggle with sensory processing issues, we want to give our guests an insight into what this means by weaving a sensory theme into every possible part of the night. This will be a charity event with a difference as we challenge people’s expectations in a fun (and enjoyable!) way, for example…

The food may be presented in an unusual manner; there could be surprising changes in the room’s lighting; entertainment might start when you least expect it and so on!

All of the evening’s features are designed to encourage guests to think about how difficult life can be when your brain struggles to interpret sights, sounds and textures.

Our host for the evening, Sam Stephen will guide you through the different elements. Watch this clip for a sneak peek at our plans.

The Sensory Ball takes place on Friday 14th March at the Chester Hotel in Aberdeen.

Limited places are still available – £100 per person or £1000 per table of 10

Thanks to our key sponsors The JEllie Foundation, DeepOcean and Oilenco, the event will include an arrival drinks’ reception followed by a decadent yet surprising three-course meal.

The evening’s entertainment has been designed to surprise and delight featuring world-renowned act, The London Essentials with their immersive musical experience, plus dancing until late to local band Starsky.

There will also be an auction and games to raise vital funds for SensationALL’s work across northeast Scotland supporting individuals of ALL ages. Donations of auction items are much appreciated!

Get in touch – events@sensationall.org.uk

Full event information

Therapy-based play

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One thing we know how to do at SensationALL is how to make our sessions fun!

Our creative team use a wide range of games to get youngsters moving their bodies and trying different sensory experiences. Play allows practitioners to implement clinical practices that are vital to improve self-regulation so youngsters are building skills without even realising it! 

We asked practitioners, Michael and Rebekah to tell us how they have been using the classic game ‘Marco Polo’ in their sessions recently…

Why we play Marco Polo  

Many neurodivergent people have difficulty with impulse control meaning they often respond to urges, thoughts or situations in extreme ways. We work with individuals to improve their self-awareness so they can feel in control whenever they are triggered by sensory stimulus or busy environments.

As Rebekah explains, “we play Marco Polo as it is perfect to strengthen the nervous system while building youngster’s tolerance of stressful situations“. The game’s format of start/stop actions supports inhibitory control (our ability to think before reacting) giving youngsters chance to practice managing their impulses. 

There is a ‘rush’ element at the start of the game when the players must race to find a hiding spot, so they need to move quickly and make a decision. Once in their hiding place, they must stop, stay still and be quiet, forcing them to fight the urge to move and make noise.  

How to play Marco Polo  

1. Choose a ‘catcher’ and blindfold them

2. Other players choose a hiding place

3. The ‘Catcher’ will call out ‘Marco’ and the players respond ‘Polo’ – the ‘Catcher’ follows the sound until they find each player.

During play, the game’s rules encourage them to focus their attention, behaviour, thoughts, and emotions by pausing and then using their reasoning to shout ‘polo’ at the right time. 

The game allows players to experience how the fight, flight and freeze responses feel in their body through positive, fun activities.

As the catcher gets closer to those hiding, they will experience heightened emotions before returning the nervous system to a state of calm. Going through this sequence of feelings repeatedly demonstrates that they are safe in their body and helps them learn to manage and respond appropriately and safely.

By introducing these experiences via a fun game, we reduce negative reactivity which may be dangerous or harmful. Over time youngsters will build their tolerance (slowly!) to stress.  

Plus, all games allow children to practice turn taking and social interaction – so there are lots of benefits!

  

There are lots of games that can be played at home with the same effect:

  • Hide & Seek
  • Stuck in the Mud
  • Floor is Lava
  • Simon Says
  • Freeze Tag
  • Musical Statues

Why not choose a game for you and your family to do at home – you could make it a regular feature in the week.

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