Relaxation Centers in the Classroom

Our students with special needs, along with students within the general education population, deal with multiple stresses that impact their daily performance in an academic setting. With this said, often when a teacher sees a student who is not working to their potential, the first response is to criticize the student and tell them if they do not perform, there will be a consequence of some sort that follows. 

Instead of denying the stress our students deal with in the 21st century, let's try to incorporate activities into our classroom that decrease this stress. I know I would have benefited from these practices throughout my entire public school career. I was a high anxiety child and often had stomachaches that sent me to the office, and eventually home. If a child is sent home, they are missing out on social and academic learning opportunities that are so critical for a child!

In an attempt to find some easy resources for teachers to turn to for ideas on relaxation centers, I came across a great article:

Reading Rockets

Here are a few ideas that one could incorporate into their relaxation center, which by the way, should not be confused with a sensory area.The relaxation center is meant for the student to come to and be calm.The student will take part in some activities that allow the mind to release the thoughts that are causing anxiety at that particular time.

Relaxation centers

To assure that stress management will not be shelved and simply discussed once a year, a relaxation center can be set up, to which students can be assigned regularly (two to three times per week). A chart indicating the time each student spends at the center may be useful. Designate a small area, relatively free from sound and noise distractions. A study carrel with a comfortable chair should be provided. Decorate the immediate area with calm colors and soothing pictures or wallpaper designs. A cassette player with earphones will be needed. A collection of relaxation audio cassettes should be housed, as should biofeedback equipment if possible.

The special education classroom may be the only place where these children will be equipped with stress management skills which will become increasingly more important as the pressures to achieve academically increase.

(Some information from article "Stress Management for the Learning Disabled" by Ronald L. Rubenzer 1988).