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