So you’re ready to create a peace corner, or perhaps you already have one but you feel it’s ready for a zhuzh-up? Here are some ideas to get the ball rolling. Be sure to get your young people and their whānau involved in creating it and understanding it’s purpose, and where appropriate for those requiring specific supports, also invite the input of professionals such as an occupational therapist.
The Space
Identify a space which is easy for young people in your class/room to access. Ensure there is always a clear pathway from the Peace Corner to the doorway so that students who are dysregulated don’t feel trapped and therefore escalate into fight mode (the natural response if flight (removing oneself from perceived or actual threat, is not an option). A naturally lit area is ideal - as LED’s can emit a frequency of flicker which goes unnoticed by the eye but which can cause overwhelm to a sensitive nervous system - however lamps or dimmed lights can also work.
Create a zone that feels cosy and quiet, with the likes of a tent with an open front, or hanging loosely-hung ribbons or fabric to create “walls” that you can see though but which still offer a sense of privacy for those using the space. The addition of natural materials can provide a connection to the natural world while still being inside (if indeed the peace corner is inside and not a component of the playground).
Introduce the Peace Corner to everyone together as a whole class/group, and while everyone is in a calm, contented frame of mind with emotions in balance.
NB: If you want to see if the lights in your area have a flicker which might be a problem, film the lights directly using slow-mo on your camera and see if you see any lines appear, moving down your screen. If yes, then (the right type of) new LED driver’s will eliminate this issue.
Create a zone that feels cosy and quiet, with the likes of a tent with an open front, or hanging loosely-hung ribbons or fabric to create “walls” that you can see though but which still offer a sense of privacy for those using the space. The addition of natural materials can provide a connection to the natural world while still being inside (if indeed the peace corner is inside and not a component of the playground).
Introduce the Peace Corner to everyone together as a whole class/group, and while everyone is in a calm, contented frame of mind with emotions in balance.
NB: If you want to see if the lights in your area have a flicker which might be a problem, film the lights directly using slow-mo on your camera and see if you see any lines appear, moving down your screen. If yes, then (the right type of) new LED driver’s will eliminate this issue.
Resources for Display
These following resources (displayed and for use) need to be introduced to the class while everyone is in a calm, receptive state. They then need to be practiced regularly to ensure they are familiar strategies and become an easy go-to in times of distress. A couple of good opportunities to use them are; as warm ups in the morning (perhaps during a restorative circle to start the day), and if you see any one child that is struggling with remaining focused, on-task, productive or calm, then to pause the whole-class or group with which you are working, to engage in one of these exercises for a minute or two before returning to regular activities.
- Yoga poses (Yoga Warriors Flash Cards, Te Reo Yoga Cards, 58 Fun and Easy Yoga Poses for Kids (Printable Posters)
- Guided breathing (e.g, Belly Breathing by Neurons Away, Coping Skills for Kids printables)
- Butterfly hug (e.g., Butterfly Hugs by Neurons Away)
- An image to encourage having a drink of water and/or something to snack on (e.g., Drink water poster)
- Body clues (Template in Building Trauma-Sensitive Schools (p. 252), Emotion Sensation wheel,
- Describe your body - magnets or felt images can be useful as manipulatives to provide an opportunity to young people to play with ideas and work out how they are feeling (Template in Building Trauma-Sensitive Schools (p. 253)
- Moodmeter (e.g., How do you feel? by Sirle K, The Colour of our Emotions)
- Photos of cute animals
- Photos of familiar safe places (and where appropriate, familiar safe people)
Resources for Use
- Pillows - with a special recommendation for the DreamPad (plays tones of music designed to calm the nervous system and which can only be heard by the person with their head on the pillow)
- Earmuffs, noise cancelling headphones (and for individual use for those who need reduced auditory input from the surrounds, either the new generation Bose Sleepbuds (very discreet and include nature sounds to select from via app for white noise etc) or new generation Nuheara IQBuds2 (provide an easy switch between allowing sound in to hear instructions and work with others, and blocking; allows for personal choice of music, relaxation audio etc via app).
- Headphones for music (the DreamPad/noise-cancelling headphones and Nuheara IQBuds2 also offer this option however the DreamPad only offers present music)
- Phone or tablet with access locked to yoga and mindfulness videos (e.g., Hikitia te Hā, Cosmic Kids)
- TouchPoints wearables and/or Apollo Neuro - depending on needs of young people (or adults) using them and the tolerance levels of their nervous system
- Beanbags
- Exercise ball
- Rocking or glider chair
- Weighted blanket - as appropriate for the approx. average weight of those in your care
- Sensory swing
- Fidget items (glitter jar, squishiest, jar of rice with small items in to spot, fidget spinner etc.)
- Play dough
- Pinwheel and/or feather/s (for blowing)
- Blank paper and colour pens for drawing
- Colouring pages - with specific inclusion of patterns and images which represent the cultures of those in your care (e.g., Kete Kōrero, Te Papa activity books (multiple cultures)
- A range of books, audio books and/or magazines - with specific attention to including those which honour the interests of those who are likely to need to use the corner most often as well as items that focus on emotions, how these feel in the body and ways to refine balance again. Ensure a collection that reflects the cultural diversity of your classroom/client base.
- Mazes, crosswords and other puzzles (which can be easily picked up and put down without “needing to be finished now”, and which the student can take away from the Peace Corner when they are ready to re-engage with the class/people/space around them) (E.g., Te Papa activity books, crossword maker)
- Photo album of student’s chosen photos (great class activity for ‘getting to know you’ at the beginning of the school year)
- Plastic gratitude jar for adding to
- Magnesium cream for application on skin (e.g., Healtheries)
How to Introduce the Peace Corner
The most common questions to arise is, “how do we make sure only the kids who need to use the corner do”, and, “how do we make sure they re-engage instead of hiding out in there”.
In response to the first question, we introduce the Peace Corner to all our students/those we are supporting. Let them explore, play, and ask questions. Select a range of items from the space and place them on tables - if someone wants something additional included, pop that on the table too. Have each select an item of interest from the space to find out more about and provide an opportunity to investigate what it is (individually, in pairs or groups), how it relates to promoting a sense of calm and balance in emotional state, and when it’s appropriate to use this tool. Bring them back together to share their findings. This way, everyone has had a chance to see and experience what is in the space. For younger children, try introducing something new in circle time each day, with focus on similar tools each week - such those which help with deep breathing, those which include a sense of touch etc.
Talk about how we all want to feel safe, connected and regulated (Alexander, 2019) and what this means for us as individuals, whānau and classroom/school whānau. The Peace Corner is a place to go if feeling distressed* in any way, and seeking time in a quiet safe place by yourself (or with another IF necessary) but still within the classroom/school space where trusted teachers and friends are close-by to help at any point. Ask the class to provide examples of when it might be appropriate to use this space. When might it not be appropriate to use this space? How might we each contribute to this space to make sure it is a safe place for anyone needing to use it - ask, “what’s our role in helping?” This leads to the second question, in which we can explore with young people, the boundaries of using the space in a respectful way, as well as how to be around the space externally in a respectful way, especially when the Peace Corner is in use by someone else.
An important note at this juncture is that connection can be with: self (through sensations that tell the body where it is right now, e.g., through grounding activities, using playdoh, body scans, yoga etc.); others via time-in near someone trusted (friend, teacher-aide, family member etc.), a chance to sit with, talk to or hug as appropriate and sought by the child; the environment (grounding through bare feet outside, being under the trees, listening to the wind, ocean swell, birds, insects etc., running outside, or at a minimum, listening to recordings of nature ); with Atua/God(s) as is pertinent to the child/whānau and any special character of the school.
To talk about the idea of being distressed, consider drawing on the seminal work of Dan Siegel and his brain hand model and the notion of “flipping your lid” (Alexander, 2019). At the same time, introduce the idea that reconnection (as mentioned above), is how we “unflip” our lids and that the Peace Corner offers some ways in which to reconnect, and that the chance to reconnected in the classroom is always there, no matter how big our feelings are or have been.
In response to the first question, we introduce the Peace Corner to all our students/those we are supporting. Let them explore, play, and ask questions. Select a range of items from the space and place them on tables - if someone wants something additional included, pop that on the table too. Have each select an item of interest from the space to find out more about and provide an opportunity to investigate what it is (individually, in pairs or groups), how it relates to promoting a sense of calm and balance in emotional state, and when it’s appropriate to use this tool. Bring them back together to share their findings. This way, everyone has had a chance to see and experience what is in the space. For younger children, try introducing something new in circle time each day, with focus on similar tools each week - such those which help with deep breathing, those which include a sense of touch etc.
Talk about how we all want to feel safe, connected and regulated (Alexander, 2019) and what this means for us as individuals, whānau and classroom/school whānau. The Peace Corner is a place to go if feeling distressed* in any way, and seeking time in a quiet safe place by yourself (or with another IF necessary) but still within the classroom/school space where trusted teachers and friends are close-by to help at any point. Ask the class to provide examples of when it might be appropriate to use this space. When might it not be appropriate to use this space? How might we each contribute to this space to make sure it is a safe place for anyone needing to use it - ask, “what’s our role in helping?” This leads to the second question, in which we can explore with young people, the boundaries of using the space in a respectful way, as well as how to be around the space externally in a respectful way, especially when the Peace Corner is in use by someone else.
An important note at this juncture is that connection can be with: self (through sensations that tell the body where it is right now, e.g., through grounding activities, using playdoh, body scans, yoga etc.); others via time-in near someone trusted (friend, teacher-aide, family member etc.), a chance to sit with, talk to or hug as appropriate and sought by the child; the environment (grounding through bare feet outside, being under the trees, listening to the wind, ocean swell, birds, insects etc., running outside, or at a minimum, listening to recordings of nature ); with Atua/God(s) as is pertinent to the child/whānau and any special character of the school.
To talk about the idea of being distressed, consider drawing on the seminal work of Dan Siegel and his brain hand model and the notion of “flipping your lid” (Alexander, 2019). At the same time, introduce the idea that reconnection (as mentioned above), is how we “unflip” our lids and that the Peace Corner offers some ways in which to reconnect, and that the chance to reconnected in the classroom is always there, no matter how big our feelings are or have been.
Go forth to create your own unique Peace Corner
If you’d like to share an image of your Peace Corner, or would like to see others and join in on conversation around them, join the Trauma-Informed Network Aotearoa on Facebook.