Lesson 4: Supporting Emotional Regulation

Supporting Diverse Learning Needs in Primary

INTRODUCTION

Some children may arrive at Primary carrying stress, excitement, or anxiety that can impact their ability to stay calm or focused. Others may struggle with emotional regulation due to sensory needs, trauma, or developmental differences. This lesson provides strategies to help children feel emotionally safe and supported, so they can participate in gospel learning with greater peace and confidence.

LEARNING OBJECTIVES

By the end of this lesson, participants will:

Understand how emotional regulation impacts children’s ability to participate in Primary.
Learn strategies to help children remain calm, focused, and safe.
Explore ways to create a calming classroom environment that supports children with diverse emotional needs.

HOW TO USE THIS LESSON

Personal Learning (5-10 min)

Best for individual reflection. Skim the Core Principles and review the Try This in Primary suggestions. Reflect briefly using the Ask Yourself prompt.

Training Spot (10-20 min)

Best for presidency or council meeting discussions. Read the Core Principles aloud. Then, as a group, discuss one or two questions from the Reflect and Act section.

Group Workshop (30-40 min)

Best for a full training session or deeper group learning. Read the content together, invite open discussion, and use the Reflect and Act prompts as a group to identify key needs and create an action plan for your Primary.

DOCTRINAL INSIGHT

The Savior was attentive to individual needs and responded with compassion. When we approach children in the same way, we help them feel His love, and create a safe space where they can grow spiritually.

SPECIAL CONSIDERATIONS

Some children may need short, structured breaks to help regulate. T his might include stretching, sitting in a quiet corner with a book or fidget, or stepping outside with supervision. See Lesson 2 for more on movement breaks and breakout spaces.

Emotional regulation applies to adults too. Leaders should check in with teachers and offer support when Primary feels overwhelming.

When a child is upset, consider how you describe their behaviour. Instead of saying a child is “disruptive,” try phrases like “having a hard time” or “needing a break.” This preserves the child’s dignity and encourages more compassionate responses.

CORE PRINCIPLES

Use Gentle Responses

Children who feel overwhelmed or dysregulated often benefit from a calm, gentle response. Avoid raising your voice or using abrupt body language. Instead, try soft tones, open body posture, and slow movements to signal safety.

Help Children Name Their Feelings

Naming emotions helps children build emotional awareness. You can gently say, “It looks like you’re feeling frustrated. Do you want to take a minute?” Using simple, non-judgmental language helps children feel understood.

Create a Calming Toolbox

Some children may benefit from calming tools like soft toys, fidget items, headphones, or a small sensory object. These items can be stored in a “calming toolbox” and made available to the child when needed. Let the child choose from the options.

Use Visuals and Other Teaching Tools

Many children regulate more easily when they know what to expect. Visual aids, songs, movement activities, and object lessons can support children who struggle with emotional regulation by reducing anxiety and increasing engagement.

TRY THIS IN PRIMARY

1. Model calm language. When a child is upset, speak gently: “It’s okay to feel that way. Want to take a deep breath with me?”

2. Offer calming choices. Create a small “calming toolbox” with soft toys, fidgets, or headphones. Invite the child to choose what helps them reset.

3. Use emotion words in class. During sharing time or a lesson, casually name feelings (e.g., “That sounds exciting!” or “It’s normal to feel nervous when trying something new”).

ADDITIONAL RESOURCES

VIDEO: Using Visual Aids in Primary

REFLECT AND ACT

Reflection Questions

Consider the following questions:

What does it mean to establish predictability in Primary?
Why is it important? What additional routines or tools could help children feel more secure?
What steps could we take this week to improve predictability?

Action Steps

Consider the following action steps:

Identify any changes you feel inspired to make based on the insights you’ve gained during this lesson.
Prioritise one or two changes that could realistically be implemented in the near future.
Plan how you intend to carry out those changes this coming week.

ASK YOURSELF

When a child becomes upset in Primary, does my response help them feel safe and understood?

DOWNLOADS

Download a printable version of this lesson here: View Lesson 4