Our project will address these growing needs by providing a dedicated emotional regulation and sensory support space for elementary students who require structured opportunities to de-escalate, practice coping strategies, and return to learning ready to succeed. The target population includes approximately 8-10 elementary students who have demonstrated ongoing challenges with emotional regulation, anxiety, attention, or sensory processing needs. These students may receive support through general education interventions, Section 504 accommodations, special education services, or campus counseling referrals.
This project will serve 8-10 elementary students who have been identified through behavioral data, teacher referrals, special education services, campus intervention teams, or counselor recommendations as needing additional support with emotional regulation, sensory processing, attention, anxiety, or self-control. These students often struggle to remain engaged during instruction, manage frustration appropriately, or recover from emotional dysregulation without significant adult support. As a result, they may experience lost instructional time, increased behavioral referrals, classroom disruptions, and barriers to academic success.
The proposed project will address this need by creating a sensory and emotional regulation space equipped with evidence-based resources that teach students how to recognize emotions, regulate their responses, and apply effective coping strategies. Students will participate in structured activities that promote self-awareness, mindfulness, problem-solving, and emotional resilience before transitioning back into the classroom prepared to learn.
This project will establish a dedicated sensory and emotional regulation space that provides targeted interventions for 8-10 elementary students who experience challenges with emotional regulation, anxiety, attention, sensory processing, or executive functioning. The purpose of the project is to equip students with the self-regulation skills necessary to remain engaged in instruction, improve behavior, and achieve greater academic success. By addressing students' social-emotional needs proactively, the project will increase instructional time and create a learning environment where students can fully participate in classroom activities.
Grant funds will be used to purchase durable sensory and calming resources, including tactile and fidget tools, calming items, sensory bins, and positive reinforcement items.
During each visit, students will engage in activities designed to help them identify emotions, practice coping strategies, regulate sensory input, develop problem-solving skills, and return to class prepared to learn. Research has also shown that sensory-based interventions can improve attention, decrease emotional dysregulation, and increase students' ability to successfully participate in classroom instruction. By teaching students how to regulate their emotions before behaviors escalate, schools can reduce lost instructional time while increasing student engagement and confidence.
Students participating in the program will demonstrate a 20% reduction in behavior referrals, classroom removals, or crisis interventions, as measured by campus behavioral data.
This project will serve 8-10 elementary students who have been identified through behavioral data, teacher referrals, special education services, campus intervention teams, or counselor recommendations as needing additional support with emotional regulation, sensory processing, attention, anxiety, or self-control. These students often struggle to remain engaged during instruction, manage frustration appropriately, or recover from emotional dysregulation without significant adult support. As a result, they may experience lost instructional time, increased behavioral referrals, classroom disruptions, and barriers to academic success.
The proposed project will address this need by creating a sensory and emotional regulation space equipped with evidence-based resources that teach students how to recognize emotions, regulate their responses, and apply effective coping strategies. Students will participate in structured activities that promote self-awareness, mindfulness, problem-solving, and emotional resilience before transitioning back into the classroom prepared to learn.
This project will establish a dedicated sensory and emotional regulation space that provides targeted interventions for 8-10 elementary students who experience challenges with emotional regulation, anxiety, attention, sensory processing, or executive functioning. The purpose of the project is to equip students with the self-regulation skills necessary to remain engaged in instruction, improve behavior, and achieve greater academic success. By addressing students' social-emotional needs proactively, the project will increase instructional time and create a learning environment where students can fully participate in classroom activities.
Grant funds will be used to purchase durable sensory and calming resources, including tactile and fidget tools, calming items, sensory bins, and positive reinforcement items.
During each visit, students will engage in activities designed to help them identify emotions, practice coping strategies, regulate sensory input, develop problem-solving skills, and return to class prepared to learn. Research has also shown that sensory-based interventions can improve attention, decrease emotional dysregulation, and increase students' ability to successfully participate in classroom instruction. By teaching students how to regulate their emotions before behaviors escalate, schools can reduce lost instructional time while increasing student engagement and confidence.
Students participating in the program will demonstrate a 20% reduction in behavior referrals, classroom removals, or crisis interventions, as measured by campus behavioral data.
$5,000
Value:
priceless