Creating space for students to regulate, reset and reconnect with learning.
Last year, we introduced The Zone, a dedicated wellbeing space for our primary school students. Designed as a low-lit, low-sensory environment, The Zone provides students with an opportunity to step away from the classroom, decompress and regulate their emotions with the support of specialised student wellbeing Education Support Officers (ESOs).
We recognise that every child experiences stress, anxiety and overwhelm differently therefore the strategies they need to regulate their emotions and bodies will also differ. The Zone has been thoughtfully designed to accommodate these individual needs, offering a variety of spaces and resources to help students find what works best for them.
For some students, this means retreating to a quiet nook or a calming space with minimal sensory input. For others, regulation comes through movement, physical activity or deep-pressure input. A range of equipment and activities allows students to release energy, settle their bodies and process their emotions, helping them feel ready to return to the classroom and re-engage with learning.
The Zone
The Zone is a specialised support space, accessed through teacher referral either at scheduled times or when a student experiences unexpected emotional or sensory dysregulation.
Importantly, not every student needs to leave the classroom to regulate. Classroom teachers and ESOs work with students to identify strategies that can be used within their familiar learning environment. A book nook, teepee, couch or beanbag may provide the quiet retreat a student needs, while noise-cancelling headphones, fidget tools and other tactile resources can help reduce sensory overload. At times, a change of environment and some time outdoors may be the most effective way to help a student reset.
For students who benefit from additional support at particular times of the day, The Zone can also play a proactive role. Rather than waiting until emotions become heightened or sensory demands feel overwhelming, students may visit before a known challenge arises. This might be after recess, when navigating the social and sensory demands of the playground has been difficult; during morning drop-off, to support a smoother transition into the school day; or before a subject or activity that may trigger a stress response.
Each visit is time-limited, with the aim of helping students develop effective regulation strategies and return to their classmates when they are ready. The focus is not simply on providing a break, but on supporting students to build the skills and confidence they need to participate in learning.
The importance of connection
The Zone is led by Tenille Hartzenberg, Wellbeing Support Coordinator, and Sascha Hennig, Student Wellbeing ESO. Their background in wellbeing, trauma informed practice and positive behaviour support enables them to build strong connections with students and provide individualised wellbeing support.
By building trust over time, Tenille and Sasha help create a space where students feel safe, understood and supported, without judgement. These relationships are central to the work that takes place in The Zone. When students feel comfortable communicating their worries and emotions with a trusted adult, they can begin to better understand their own needs and explore strategies that work for them. Consistency of care reinforces this process, giving students the confidence to navigate challenges and gradually develop greater independence in managing their emotions as they move throughout their schooling years.
At St Peter’s Woodlands we know wellbeing and learning go hand in hand. When students feel safe, supported and regulated, it sets them up for to positively engage with their learning and connect with others.
Wellbeing spaces across the school
While The Zone provides targeted support for primary school students, we recognise that opportunities to pause, reset and reconnect are important at every stage of a child’s day and their broader school journey. Over the years we have created more spaces to respond to the different needs of our students.
ELC Wellness Space “The Caterpillar Room”- named by the children
Introduced this year, our ELC Wellness Space provides our youngest learners with a safe, supportive environment to retreat to when they need help navigating big feelings. It offers children the opportunity to take a break from the busyness of the day, process their emotions and return to play and learning when they feel ready.
Year 3 and 4 breakout space
Within the Year 3 and 4 building, a smaller breakout space offers resistance-based equipment for students who benefit from physical movement as a way to regulate. This provides an accessible option close to the classroom for students who need to move their bodies, release energy and reset before returning to classroom activities.
The Hub
The Hub is a lunchtime club for students seeking a welcoming, supportive and enjoyable alternative to the demands of the schoolyard. Students can attend independently or be referred by their class teacher, with support to find activities that interest them. Through shared play and positive experiences, students have opportunities to build friendships, strengthen social connections and develop a sense of belonging.
The Library
Available to students before school and at lunchtime, the Library offers another calm and comfortable place to spend time alone or with friends. With a range of activities to explore, students can enjoy quieter social interactions and engage in shared interests in an environment that feels less overwhelming than the playground. Reading a book is a lovely escape for some children, while simply watching Jimbo and Jinks, our green tree frogs, can create a sense of calm. For those who need a softer start to the day, feeding Jimbo and Jinks before school can also provide a lovely distraction.
OSHC
Before and after school, as well as during vacation care, can be challenging times for some students. At OSHC, we provide calm, welcoming spaces that give children choice and opportunities to meet their individual needs. This might include quiet time with headphones, sensory toys or weighted items, or opportunities for bigger movements such as running, swinging on the playground or dancing.
Our calming sensory tent offers a quiet space for children to retreat, pause and regulate, while our wellbeing space provides books, comfortable cushions and a welcoming place to sit, talk or simply relax.
The strong, trusting relationships our educators build with children play an important role in supporting them through tricky transitions, whether moving from home to school, from OSHC to the classroom, or back to OSHC at the end of the day.
Wellbeing for the individual
These environments reflect our commitment to recognising and responding to the diverse needs of our students. There is no single strategy that works for every child, we understand that wellbeing is nuanced and the support a student needs may change throughout the day. By providing a range of spaces, resources and trusted adults, we aim to help students understand their emotions, discover effective regulation strategies and most importantly feel known and a sense of belonging. This is essential to providing every child with the best opportunity to learn and understand themselves.
