EQUITY and Inclusion
At The Zones of Regulation, we acknowledge the longstanding presence of systemic racism and "otherism" in our education system and society at large. We recognize the intersectional nature of supporting racial equity, neurodiversity, gender diversity, cultural diversity in school, clinical, and community-based settings. Most importantly, we see SEL as a critical lever for advancing equity and inclusion for all learners and moving away from punitive behavioral models that perpetuate disparities in opportunity and outcomes for those who identify as BIPOC, neurodivergent, and otherwise marginalized populations.
Inclusive and Identity-Affirming Strategies
While The Zones of Regulation framework and concepts are often considered universal, the facilitator should use culturally responsive strategies/practices when teaching The Zones that respect, reflect, and honor student identities and life experiences. The following strategies are not an exhaustive list, but offer guidance in striving toward a more equitable learning experience for ALL children and young adults in our places of learning.
SCHOOL CLIMATE STRATEGIES:
ZONES TEACHING STRATEGIES:
SCHOOL CLIMATE STRATEGIES:
- Ensure that all students are entitled to feel the full range of emotions, and have opportunities to learn and practice healthy ways to manage them in a safe and supportive environment
- Use a Value Lens vs. Deficit Lens when planning for and discussing students
- Build authentic relationships with students and families, through intentional practices and active listening
- Ensure that all students are supported in expressing the full range of emotions
- Consider Implicit Bias at work when discussing and addressing "unexpected behavior" and punitive measures among staff
- Carefully examine classroom, school, district systems around behavior and and punitive measures through an equity lens
- Consider practices around authentic inclusion of ALL students
- Create a culture where staff and students support each other in using tools to take care of their Zone (Self-Care)
ZONES TEACHING STRATEGIES:
- Discuss how people may differ in how they feel, express, and perceiving emotions, Zones and behaviors
- Use imagery and media that is representative of and relevant to students; use a critical eye for bias when exploring imagery/media. (PLEASE BE AWARE that many materials found online for free or purchase on sites such as TeachersPayTeachers.com do NOT represent the values and intentions of The Zones of Regulation)
- Trust and established rapport are foundational to supporting students real-time in managing their Zones, especially during challenging situations with big feelings
- Use visual supports to increase accessibility for students at all stages of language and cognitive development
- Collaborate with students to create scenarios for practice/role play that are relevant to their lives
- #OwnYourZone, create a culture of acceptance by modeling that all Zones are OK- including the Red Zone
- Discuss context, perception, and implicit bias when teaching about "expected" and "unexpected" behavior
- Discuss how consequences for "unexpected behavior" can differ for those in marginalized or historically oppressed communities
- Do not force students to check-in with their Zone, especially if they are in an elevated state
Click below to View this EVENT!
Leah Kuypers, creator of The Zones of Regulation was joined by Julian Condie, Associate VP & Program Trainer for The Innocent Classroom, along with Guest Speaker, Principal Chreese Jones, to consider how we align our child-centered practices for the best outcomes for children of color. This rich discussion focused on how building relationships sets the tone for racial equity in social emotional learning (SEL) in the classroom.
The Righteous Red Zone:
The Role of Anger in the Fight For Justice
By Emily Walz, Zones Trainer & Implementation Specialist
All The Zones are OK. We know this, but it is time to consider a facet of the Red Zone that is often unexplored. There is a specific type of indignation that is fueled by bearing witness and especially bearing the brunt of injustice. This feeling inside your body, when your heart is beating out of control, your thoughts are racing, your muscles are tense, you feel it down in the pit of your stomach. You may barely be holding on to control. The Righteous Red Zone.
This Red Zone motivates people to stand together in protest, to march, to leave messages for lawmakers, to donate time and money, to have difficult and honest conversations, to vote, to self-reflect and learn, to make “Good Trouble”, as the great Congressman and Civil Rights champion John Lewis put it.
When we teach our kids how to recognize and work through their Zones, let’s not leave this out. Let’s talk about the Zone you’re in when you see something that’s wrong, and you know you need to stand for what’s right. What does that feel like? How do we work with this feeling to make positive change in our spheres? What are the implications for us, and how do they vary from person-to-person? How are the consequences of being in the Righteous Red Zone magnified for people in marginalized or historically oppressed communities? It’s a nuanced and rich conversation, and one that our kids are ready for. #RighteousRedZone
CLICK HERE FOR PDF VERSION
All The Zones are OK. We know this, but it is time to consider a facet of the Red Zone that is often unexplored. There is a specific type of indignation that is fueled by bearing witness and especially bearing the brunt of injustice. This feeling inside your body, when your heart is beating out of control, your thoughts are racing, your muscles are tense, you feel it down in the pit of your stomach. You may barely be holding on to control. The Righteous Red Zone.
This Red Zone motivates people to stand together in protest, to march, to leave messages for lawmakers, to donate time and money, to have difficult and honest conversations, to vote, to self-reflect and learn, to make “Good Trouble”, as the great Congressman and Civil Rights champion John Lewis put it.
When we teach our kids how to recognize and work through their Zones, let’s not leave this out. Let’s talk about the Zone you’re in when you see something that’s wrong, and you know you need to stand for what’s right. What does that feel like? How do we work with this feeling to make positive change in our spheres? What are the implications for us, and how do they vary from person-to-person? How are the consequences of being in the Righteous Red Zone magnified for people in marginalized or historically oppressed communities? It’s a nuanced and rich conversation, and one that our kids are ready for. #RighteousRedZone
CLICK HERE FOR PDF VERSION
References & Resources that We Are Exploring
The Innocent Classroom: Dismantling Racial Bias to Support Students of Color https://innocentclassroom.com/
National Equity Project: Social Emotional Learning and Equity https://www.nationalequityproject.org/frameworks/social-emotional-learning-and-equity
The Aspen Institute Education & Society Program: Pursuing Social and Emotional Development Through a Racial Equity Lens: A Call to Action https://www.aspeninstitute.org/publications/pursuing-social-and-emotional-development-through-a-racial-equity-lens-a-call-to-action/
The Education Trust: Social, Emotional, and Academic Development through an Equity Lens https://edtrust.org/social-emotional-and-academic-development-through-an-equity-lens/
National Equity Project: Social Emotional Learning and Equity https://www.nationalequityproject.org/frameworks/social-emotional-learning-and-equity
The Aspen Institute Education & Society Program: Pursuing Social and Emotional Development Through a Racial Equity Lens: A Call to Action https://www.aspeninstitute.org/publications/pursuing-social-and-emotional-development-through-a-racial-equity-lens-a-call-to-action/
The Education Trust: Social, Emotional, and Academic Development through an Equity Lens https://edtrust.org/social-emotional-and-academic-development-through-an-equity-lens/
Web Links for Further Reading
A GUIDE TO EQUITY AND ANTIRACISM FOR EDUCATORS- EDUTOPIA
DISRUPTING IMPLICIT RACIAL BIAS AND OTHER FORMS OF DISCRIMINATION TO IMPROVE ACCESS, ACHIEVEMENT, AND WELLNESS FOR STUDENTS OF COLOR- #AFAMEDCHAT
TEACHERS' IMPLICIT BIAS AGAINST BLACK STUDENTS STARTS IN PRESCHOOL, STUDY FINDS- THE GUARDIAN
DON'T SAY NOTHING- LEARNING FOR JUSTICE
BECOMING UPENDED: TEACHING AND LEARNING ABOUT RACE AND RACISM WITH YOUNG CHILDREN AND THEIR FAMILIES- NAEYC (NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN)
WHY CONVERSATIONS ABOUT RACE BELONG IN THE CLASSROOM- USC ROSSIER
BLACK MINDS MATTER- LEARNING FOR JUSTICE
ANTIRACISM IN SOCIAL EMOTIONAL LEARNING- WHY IT'S NOT ENOUGH TO TALK THE TALK- EDSURGE
DISRUPTING IMPLICIT RACIAL BIAS AND OTHER FORMS OF DISCRIMINATION TO IMPROVE ACCESS, ACHIEVEMENT, AND WELLNESS FOR STUDENTS OF COLOR- #AFAMEDCHAT
TEACHERS' IMPLICIT BIAS AGAINST BLACK STUDENTS STARTS IN PRESCHOOL, STUDY FINDS- THE GUARDIAN
DON'T SAY NOTHING- LEARNING FOR JUSTICE
BECOMING UPENDED: TEACHING AND LEARNING ABOUT RACE AND RACISM WITH YOUNG CHILDREN AND THEIR FAMILIES- NAEYC (NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN)
WHY CONVERSATIONS ABOUT RACE BELONG IN THE CLASSROOM- USC ROSSIER
BLACK MINDS MATTER- LEARNING FOR JUSTICE
ANTIRACISM IN SOCIAL EMOTIONAL LEARNING- WHY IT'S NOT ENOUGH TO TALK THE TALK- EDSURGE