After-School Regulation

After-School Regulation

Nurturing Co-Regulation and Building Self-Regulation Skills

After a long day at school, children often experience sensory and emotional fatigue. For many, especially neurodivergent children with ADHD or autistic individuals, this can manifest as heightened emotions, difficulty focusing, or sensory overload. Supporting children during this transitional time is crucial for their overall wellbeing and development. One effective approach is through co-regulation, which sets the stage for developing self-regulation skills.

Understanding Co-Regulation

Co-regulation is the foundation of emotional and behavioural development. Co-regulation involves warm, responsive interactions where caregivers support, coach, and model behaviours to help children understand and manage their thoughts, feelings, and actions.

Often seen as a precursor to self-regulation, co-regulation is especially vital for young children and those with autism. It involves using calming techniques—such as soothing tones, facial expressions, and gentle physical contact—to help children manage their emotions before they can do so independently. Think of it as guiding a child through emotional turbulence, helping them find calm and balance.

The Bridge to Self-Regulation

As children grow and develop, the goal is to build a bridge from co-regulation to self-regulation. Self-regulation is the ability to manage one’s thoughts, emotions, and behaviours in various situations, an essential skill for coping with life’s challenges. This capacity empowers children to navigate social interactions, manage stress, and engage in learning effectively.

For individuals with autism, self-regulation relies on three critical components: sensory regulation, emotional regulation, and cognitive regulation (Topper, 2024).

1. Sensory Regulation

Sensory regulation refers to managing responses to sensory stimuli. Some children may find it challenging to process sensory input, leading to either heightened or diminished responses.

Supportive Strategies:

  • Sensory Gyms: These offer tailored activities that provide sensory input, helping children self-regulate. Activities such as swinging, jumping, or deep-pressure exercises can help balance arousal levels.
  • After-School Wind Down: Incorporate calming sensory activities like quiet reading, listening to soft music, or playing with sensory toys to help children transition from school to home.

2. Emotional Regulation

Emotional regulation is the ability to monitor and manage emotions effectively. For children with autism, developing these skills is crucial for building relationships and fostering independence.

Supportive Strategies:

  • Mindfulness and Yoga: Practices like deep breathing, mindfulness exercises, or gentle yoga can help children become more aware of their emotions and learn to manage them.
  • Emotion Vocabulary: During after-school activities, encourage children to label their emotions and discuss what they are feeling. This helps build self-awareness and emotional understanding.

3. Cognitive Regulation

Cognitive regulation involves the mental processes required for learning, problem-solving, and sustained attention. This skill helps children navigate social norms, manage behaviours, and adapt to new situations.

Supportive Strategies:

  • Structured Homework Time: Create a quiet, distraction-free environment for homework, breaking tasks into manageable chunks to maintain focus and reduce cognitive overload.
  • Problem-Solving Games: Engage in games or activities that promote cognitive flexibility and problem-solving, such as puzzles, strategy games, or creative storytelling.

Practical Tips for After-School Regulation

  1. Create a Predictable Routine: Establish a consistent after-school routine that includes time for relaxation, snacks, and quiet activities. Predictability helps reduce anxiety and provides a sense of security.
  2. Offer Choices: Allow children to choose from a variety of calming activities, empowering them to take control of their regulation needs.
  3. Use Visual Supports: Visual schedules or prompts can help children understand and follow their after-school routine, supporting their transition from school to home.
  4. Provide a Calm Environment: Designate a quiet, comfortable space for children to unwind. This might include soft lighting, cosy seating, and sensory tools like weighted blankets or fidget toys.

Final Thoughts

Co-regulation is a vital step in helping children develop the skills needed for self-regulation. By providing the right support and environment, especially after the demands of a school day, we can help children manage their emotions, sensory experiences, and cognitive tasks more effectively.

As children strengthen these skills, they become better equipped to navigate the challenges of everyday life, leading to greater independence, confidence, and wellbeing. After-school regulation strategies not only support immediate needs but also lay the foundation for lifelong emotional and behavioural resilience.

References

  • Akiva Topper (2024). Autism and Self-Regulation: Why It Matters.
  • Murray, D.W., Rosanbalm, K., Chrisopoulos, C., & Hamoudi, A. (2015). Self-Regulation and Toxic Stress: Foundations for Understanding Self-Regulation From an Applied Developmental Perspective. Washington, DC: US Department of Health and Human Services.