Essentials Magazine Essentials Fall 2018 | Page 38

Wellness Space where students could find a sense of calm, focus and connection during their school day, and achieve a temporary escape from a world that has increasingly be- come more stimulating because of social and academic pressures. The sensory-based, responsive guidance room was a vision that quickly became reality. Over the past several years, Mad- dock had noticed a sharp increase in the number of students who have trouble regulating their emotions appropriately, have shorter atten- tion spans, have trouble in resolving conflict, self-harm, and were unable to successfully cope with classroom demands. Maddock and her staff had the belief those changes were due to higher levels of daily trauma and stress, as well as academic demands. The sensory and responsive guidance room was a huge addition to the school. It provided a space where students could learn to identify stress triggers, how the stress was affecting their body, and appropriate ways to release the stress. “The goal of the new room is to create a simple space where students can allow their brains to just ‘be’,” Maddock said. “In a world where family makeup and stresses are dif- ferent, and technology is constantly bombarding them with stimulation, it is important for young children to learn how to calm themselves appro- priately in a supervised setting.” Working with Rebecca Hare, 38 essentials | fall 2018 co-author of The Space: A Guide for Educators, everything that went into the new room redesign had purpose and intent, in addition to utilizing student voice as a deciding factor on things. The result was a master- piece. Within the room itself, several distinct areas were created to meet a variety of student needs. The design featured neutral colors — grey, white, and black — and minimal furniture. The ceiling went from white to black to help foster a sense of calm and warmth. Students were now able to practice yoga and mindfulness or escape all stimulation by taking a sen- sory break in a private curtained area. Students needing more activity could play in sand, swing on the indoor therapy gym, jump on a trampoline or leap into a safe crash pad. In addi- tion, a large portion of the classroom was able to provide space for full group instruction to deliver classroom guidance lessons from the Missouri Guidance Program. The room has now been recreated all over the St. Louis region as many have visited to learn, share in best practice, and become more informed as educators work collectively to do what is best for all students. As we continue to become more trauma informed and knowledgeable about toxic stress, the sensory-responsive guidance room must be a mainstay when learning spaces are discussed. All educators belong at the table. n DR. JANA PARKER serves as the Director of Innovation and Gifted in the Lindbergh School District. Jana also serves as a mentor for the Missouri Leadership Development System and is an adjunct professor at Lindenwood University. Prior to that appointment, she served as a principal for 6 years after teaching high school social studies for 12 years. Follow her on twitter @Jana Parker