Break Protocol for students taking breaks for self regulation
- Blog | Developmental Texts by Nancy Roop
- Aug 2
- 7 min read
Updated: 4 days ago
#UnlimitedBreaks teach students how to self-regulate! Yes—I said unlimited because every person needs agency over their mind and body for learning. But we should probably tag it with #BreaksAsNeeded with guidelines and routines. Either way, a systematic and easy-to-follow protocol is an effective tool to promote student readiness!
The backbone of this idea rests on self-advocacy and trust. It's not about obedience. Trust goes both ways. For adults, you need to give trust to the students first. Also, trust in the process! They are learning about their bodies and what it needs to stay regulated. They will start to communicate those needs, more and more.
As routines build, you will learn more about their triggers. Before they spiral, you can amend requests or offer additional support.
On the student's side: they need to rely on staff—that when they request a break, it will be honored. This way they can push themselves a little bit into the uncomfortable zone, academically or socially, and know that they can get out if it's too much.
All three types of breaks have the same goal—to promote self-regulation and to have the right energy for the task at hand. Breaks are neutral. Breaks are not punishment. Scheduled breaks are routine, requested breaks are whenever a student asks for them, and staff-initiated breaks conclude with problem-solving.
Scheduled Breaks
These are breaks that are built into a student’s schedule. Choose before or after subjects or tasks on their schedule, like after a teacher’s lesson, or after attending art or library class.
This is customized to each student’s needs. Some days may need more breaks scheduled, but they should be consistent to build predictability as with all routines. These usually have a fixed time, perhaps between five and ten minutes.
Some examples are:
· walking in the hall adds the benefit of movement
· sensory guidelines by an occupational therapist
· sit in a quiet area on a pillow with some fidgets
· listening to music, with a weighted blanket
It could be a specified task at specific times, or offer a few tasks on a choice board. This could be a list or pictures of items. Being able to pull off a small card that is Velcroed to a board is very effective.
They may often choose their favorite, that's okay. Making choices builds a feeling of agency. It also gives you some control, since you pick the items that they can choose from. You can strucure it that they always start with deep breathing, then choose something else.
Requested Breaks
Taking a break for self-regulation starts with the student notices when their body or mind is becoming agitated. Then, they ask for a break--this is an ongoing process! The Zones of Regulation program or the book, The Incredible 5-point scale are great resources.
Click on image to download.
In the designated break area, which might be back in the self-contained classroom or a quiet corner, the student can use calm down items like pillows, weighted blankets, or fidgets. The adult sets a timer. The length of time should be consistent for each student, to build predictability. Some students only need two minutes and others need up to five minutes. This is not the time to engage in preferred activities, however, provide a few designated items that may help calm them.
Staff should have minimal contact with the student during the break, unless the student initiates it; and they should have appropriate supervision. This is the time for the student to practice how to self-regulate. If a student asks to use the bathroom or needs a drink of water, that request should be granted, and they can return to finish the break.
When the timer goes off, we say,
“Let's check your schedule. Are you ready for _____?"
If they say yes, say, “OK great, lets go!”
If they say "no,”
ask, "Do you need more time?"
After they affirm, set the timer again for the same amount of time. If they are unable to answer (deep in thought, or distressed) you can say, “I see that you need more time.” It's ok to encourage and remind them if a preferred activity is coming up.
If the student requests for more time, a few times, then it might be time remove the calming items to make the break a little more boring. You can say, “Yes, you can have more time, but we are done with the fidgets.” This part is flexible—don’t remove them if that would cause emotional escalation.
The goal is for students to request breaks as they need them (when they start to feel strong feelings) but it will take some time for them to do this without prompts. Part of the process is for us to prompt them to take a break as agitation or signs of anxiety begin, because taking a break for self regulation is better than having a meltdown.
Using an appropriate prompting hierarchy for the student, the adult may point at a break card, or says something supportive, “Let’s check your schedule, it’s time for ____, or you may choose a break,” or “It looks like you might need a break.”
After a student has learned and become comfortable with the requested break system, they may follow your first or second prompt and take a break. Or they may be able to calm down and return to their work or schedule. If they agree to taking a break, then proceed with the above instructions. If not, then it becomes a staff-initiated break.
Staff-Initiated Breaks
If after two prompts, the student does not calm down nor take a break, then the staff directs them to take a break. You can make a statement to affirm what they may be feeling, like “It looks like you are frustrated or (have a strong feeling). A break is a good idea right now.” Remember, breaks are not punishment. They are taking a break to calm down and problem solve--not because they made a poor choice or acted out.
It is extremely important to model regulated behavior. You voice can be firm, but remove anger from it. Your body language should also be calm, and not portray strong emotions. Dysregulation is not a person's fault; it is the body's natural reaction to stress in the environment. Co-regulation is the best way to promote student's self-regulation.
In the designated break area, if the student is able to use their calm down tools appropriately, then they should have access to them. Its ok if there are fewer choices/different choice board, but there should be a couple choices to avoid escalation. The process goes through the steps like a requested break but adapted as needed for a student who is acting out. If the student is apt to throw items in a heighted state, then they should not have access to them at first.
Follow the steps for the requested break routine: timer setting and asking if they are ready/need more time. When they say they are ready check their schedule, you may want to do some problem-solving. Use a Problem-Solving Page that is laminated. The staff member does the writing with a dry erase marker. Scaffold this process as necessary but be sure the student has ownership.
After problem solving, we ask again, “Are you ready?” because this process may produce anxiety. If not ready, then continue the requested break protocol.
I think a visual problem-solving page is best because it reduces the number of executive functions needed to process what and why something happened. But for some kids, it might be ok to have a conversation about what happened that caused them to become upset, and what they can do next time. You can discuss one or two options and always include that they can take a break when they start to feel overwhelmed or have other strong feelings!
If the student says that they are ready to return to their schedule, but you sense that they might not be, have them do an easy activity, like a small puzzle or folder activity.
If they are able to complete it while staying calm, then return to the schedule. If they show agitation or acting out, then continue the break routine. It is technically staff-initiated, but another round of problem-solving may not be needed. Having to problem solve and do another activity, might be too much. Sometimes, going back to their schedule helps them get fully regulated!
Kids will appear to abuse the requesting system at first but will learn to trust it and use it when they really need it. Requests will decrease. They will learn that they can request a break but will need to return to their schedule to earn rewards or to go to recess. This could take weeks—trust the process and give it some time. My colleagues and I have been using this system for years, and we have found that it honors the needs of their mind and body. To pair this with a reward system check out Token Board Basics!
The ability to attend to the teacher's lessons and do schoolwork improves with every break taken!
By taking a break for self-regulation a student learns that they have agency over their body and mind. With self regulation they will feel so much better, and so will you!
Download the flow chart and two problem solving sheets here!
Nancy Roop is an Author Publisher at Developmental Texts!
She published The Big Aquarium Adventure; Learn about, frogs, fish, turtles, sharks, and skates in 2024. This early chapter book series has embedded comprehension strategies, so readers learn how to extract meaning from texts. Developmental books look like traditional books, but are sensory-friendly, model social connections, and support self-regulation.
The Spanish edition and the prequel, Explore the Library, will be out in 2026!
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Roop also promotes neurodiversity by speaking at educational conferences. You may have seen her at these conferences: American Library Association (ALA) 2025, Council for Exceptional Children (CEC): Virtual, Michigan, and Georgia. OCALICON ’22 and ’23. Literacy Conferences: Michigan, Florida, Illinois, Iowa, and Maryland.
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