Understanding Nervous System Regulation in the Classroom: A Guide for Teachers

Our nervous system states influence our behavior, readiness to learn, and social interactions. By understanding our own and our students’ physiological responses, we can foster supportive learning environments that promote calm, engagement, and resilience.

The Three Nervous System States: Red, Blue, and Green

1. Green Zone – Ready to Learn
   In the green zone, students feel safe and engaged, ideal for learning. They’re alert, comfortable, and make eye contact, indicating a relaxed nervous system.

2. Red Zone – Fight-or-Flight
   The red zone signals stress or perceived danger, making focus difficult. Students may appear restless or defiant, as their bodies prepare to respond to threats. This isn’t “bad behavior” but rather a protective response.

3. Blue Zone – Shutdown
   In the blue zone, students may seem quiet or compliant but are actually disengaged due to stress or overwhelm. They may appear tired or apathetic, which impacts their ability to truly connect and learn.

Neuroception: Creating a Safe Environment

Our bodies subconsciously sense safety or threat, a process called neuroception. Simple adjustments—calm tones, open posture, and gentle eye contact—can signal safety, helping students shift into the green, learning-ready zone.

Co-Regulation Strategies

Supporting students’ nervous systems can be achieved through co-regulation—helping others down-regulate stress by maintaining your own calm. Here are some quick strategies to try:

• Breathing Exercises: Lead students in slow, extended exhales to help calm their bodies before a lesson. The “horse lips” exercise (blowing air through relaxed lips to create a vibrating sound) can lighten the mood and release physical tension.
• Body Scans and Grounding: Encourage students to notice their bodies with small actions like wiggling toes, pressing feet firmly into the ground, or noticing shoulder tension.
• Playful Movement: Play is a powerful tool to engage the social nervous system, especially beneficial for students recovering from trauma. Activities like dancing, singing, shaking the body, and playing games help foster connection and engagement. 
• Self-Soothing Techniques: Incorporate simple movements like tapping fingers on the chest or rubbing hands together to help students feel grounded.
• Visualizations: Guide students through calming visualizations, inviting them to think of a person, place or pet that brings them comfort. 

Self-Regulation for Teachers

A teacher’s own nervous system states significantly impacts the classroom environment. As adults, we have the ability to influence students’ regulation simply through our presence. A teacher who is calm, centered, and present can create a “safe zone” where students feel secure and ready to learn. Conversely, if we are stressed or overwhelmed, our students may unconsciously pick up on this, potentially triggering their own red or blue states.

Moving Forward: Compassion and Connection

Understanding these nervous system states is an invaluable tool for managing classroom dynamics and supporting students’ social-emotional needs. Not only does it promote a compassionate approach to behavior, but it also helps teachers develop the patience and perspective to address the root causes of stress or disengagement.

By practicing co-regulation, acknowledging the impact of neuroception, and using these simple techniques, we can create an atmosphere where students feel seen, supported, and ready to learn. This approach encourages both teachers and students to grow together, recognizing that learning happens best in an environment where everyone feels safe, connected, and valued.

Resources

• Article: Self-Regulation and Co-Regulation
• Guest Speaker: Cara Maiolo, MA, LPC, RYT, on the Zones of Regulation
• Guest Speaker: Autum Romano on Nervous System Regulation Practices