Emotional Regulation and Wellbeing at Kingston

Understanding emotions. Building relationships. Helping every child feel safe, connected and ready to learn.

At Kingston Primary School, we want every child to feel understood, valued and included. Learning to recognise and manage emotions is an important part of growing up, developing relationships and becoming an increasingly independent learner.

Our approach to emotional regulation runs throughout school life. It shapes how adults communicate with children, how we teach children about their feelings and how we support them through difficult moments. This is an approach for every child, with additional support tailored to individual needs.

What is emotional regulation?

Emotional regulation is the developing ability to recognise feelings, understand what may have caused them and respond in ways that support ourselves and others.

Children experience a wide range of emotions, including excitement, joy, worry, frustration, sadness and anger. All feelings are valid, but children sometimes need help to express them safely and manage what happens next.

These skills develop over time. Just as children need teaching and practice to become confident readers and writers, they need guidance, reassurance and opportunities to develop their emotional understanding.

Why does it matter for learning?

Feeling safe and connected helps children participate in school life. When children are overwhelmed by strong emotions, they may find it harder to concentrate, communicate, solve problems or reflect on what has happened.

Supporting emotional regulation helps children access learning, build friendships and develop confidence. It also helps us understand and reduce barriers that may affect their participation.

At Kingston, we recognise that children bring different experiences and needs into school. Our responsibility is to get to know each child and provide a supportive environment in which they can learn and thrive.

Relationships at the heart of our approach

Positive, trusting relationships are central to our school community. We nurture relationships between children, between children and adults, and between school and families.

Our approach is informed by Essex’s Trauma Perceptive Practice, which encourages adults to consider how children’s experiences, development and levels of stress may influence their behaviour.

We look beyond the behaviour we can see to understand what a child may be feeling or finding difficult. We respond with compassion, clear expectations and appropriate support.

Kindness, boundaries and accountability work together. Children are supported to understand the impact of their actions, make positive choices and repair relationships when things go wrong.

Learning about feelings and the brain

We explicitly teach emotional literacy: the language and understanding children need to recognise and describe feelings in themselves and others.

Through age-appropriate learning, including Jen Foster’s Brain School and Balls of Emotion resources, children explore:

• Different emotions and how they may feel in the body.

• How feelings can affect expression, actions and behaviour.

• How the brain and body work together.

• Ways to seek help and manage strong feelings.

• How people may experience and respond to situations differently.

   

We help children understand that experiencing strong feelings is part of being human. Knowing more about their emotions helps them develop confidence, empathy and understanding.

Supporting children through difficult moments

When a child becomes emotionally overwhelmed, our approach is to regulate, relate and then reason. This means adults first help the child feel calmer and supported, maintain a reassuring connection, and then help them reflect when they are ready.

Once children are able to take part in a conversation, we support them to understand what happened, recognise feelings, consider the impact on others and explore how to move forward.

Restorative conversations help children develop empathy, take responsibility and repair relationships.

A consistent approach across school

Our Emotional Regulation Policy establishes shared expectations across Kingston:

• Relational and respectful communication.

• Explicit teaching of emotional literacy.

• Regular emotional check-ins.

• Prioritising regulation before reflection.

• Restorative approaches and relationship repair.

• Positive partnerships with families.

• Consistent support for children’s social, emotional and mental health needs.

   

Teachers use their knowledge of their classes and individual children to select appropriate ways to support these expectations. This combines a consistent school approach with responsiveness to each child’s needs.

Working together with families

Parents and carers know their children best. Sharing information about worries, changes or experiences helps us understand how a child may be feeling and work together to support them.

If you have concerns about your child’s emotional wellbeing, please speak to their class teacher. Where further support is needed, we will work with you and our SENCo, Mrs Gemma Samuels, to consider the next steps.

Together, we help children develop the emotional understanding, relationships and confidence they need to learn, grow and belong.

Our Emotional Regulation Policy

Our policy explains the principles, shared expectations and approaches that guide emotional regulation at Kingston.

Download our Emotional Regulation Policy below.