Many schools across Alpine School District created intentional spaces designed to support students during moments of emotional dysregulation. These wellness rooms were established to help students pause, reset, and re-engage in learning.
These spaces provided students with a safe environment to regulate emotions so they could remain engaged in school.
More than 50% of Alpine School District schools implemented dedicated wellness rooms. These areas often included sensory tools, soft seating, breathing supports, and quiet activities intended to help students regain control before returning to class.
Erin Gates, principal at Fox Hollow Elementary, stated that the location allowed students to recenter, calm nerves, or re-regulate emotions. A first-grade student shared that the room helped them feel calm when experiencing hard emotions and provided tools to help them feel happy.
Principals and educators noted that wellness rooms offered a proactive approach to support. By providing opportunities for early regulation, schools aimed to prevent behaviors from escalating into larger challenges later in the day.
Alpine School District collaborated for several years with Dr. Jean Clinton, a child psychiatrist whose work highlights the link between emotional regulation and learning. Kim Jones, ASD’s Director of Student Services, explained that helping students with self-regulation strategies improves well-being so brains are better prepared for learning, noting that anxiety can decrease learning levels.
Melissa Allmon, principal at Freedom Elementary, stated that wellness rooms helped students self-regulate, resulting in fewer discipline problems. She noted that students were able to stay at school and continue learning instead of asking to go home due to feeling upset or dysregulated.
Beyond classroom benefits, wellness rooms helped students build lifelong skills by reinforcing a culture of care. The initiative taught students that emotions are valid, asking for help is normal, and taking time to regulate is a part of learning rather than a disruption.
