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By: D. Natasha Scott, EdD, MSW
In March of 2020, we found ourselves entering new territory as a result of the COVID-19 pandemic which shut down schools across the United States for the remainder of the 2019-2020 school year or more. As we began to envision what it would look like to provide support services in a virtual environment, we developed a reference guide and a mindset that we called Student Services Reimagined.
Student Services Reimagined provided a basic framework for providing support services based on social distancing guidelines. This led to the development of virtual calm corners. Initially, we created two district sites, one for elementary students and one for secondary students. The virtual calm corners were intended to be a place where students and staff could find strategies for managing emotions at any time. These dedicated Google Sites included strategies such as calming music, mindfulness activities, live animal cameras, and links to community resources. Once we created the district sites, we noticed that individual schools were creating their own virtual spaces that were connected to their virtual Student Services Offices.
As we returned to the brick-and-mortar school building we knew that we needed to continue our mantra of Student Services Reimagined. Feeling that the virtual calm rooms were a worthwhile endeavor, we began to think about how to keep the effort going. We had a few schools in our district such as R. Max Abbott Middle School that were implementing calm corners schoolwide prior to the pandemic and experiencing success. When presented with the opportunity to use district funds to take the initiative to the next level, that is exactly what we did. District funds were used to purchase materials to place a calm corner in every K-5 classroom. Secondary schools received materials to set up two or three calm spaces strategically placed across the building in areas that are highly accessible to students and adult supervision.
When selecting items for the calm corners we focused on three things: signage, alternate seating, and fidgets. We purchased posters that displayed positive quotes and calming strategies such as breathing techniques, yoga poses, and growth mindset. Elementary classrooms received large bean bag chairs in soft calming colors. Secondary schools received small tables with coordinating wobble stools that could be used for small groups or independent work. We attempted to select fidgets that focused on fine motor skills, gross motor skills, and various senses (i.e. spinners, rubix cubes, silly putty, pop its, and sensory items). It was interesting to observe that the items were used by students and staff. For instance, the aromatherapy silly putty was one of the most popular items and the first thing to be replaced! Feedback from teachers indicated that we also needed to include items such as puzzles. The items provided by the district were just the beginning. Some social workers and counselors worked with their administrators, business partners, and donations from school staff to supplement those materials with exercise equipment, art supplies, additional seating, and more.
We partnered with the North Carolina Center for Resilience and Learning to provide training to our social workers and counselors on how to set up a calm corner. This included but was not limited to introducing the concept to students and teachers, examples of items to be placed in the calm corner, dispelling myths, and troubleshooting concerns. For example, calm corners are not intended to be punitive or a new-age version of time out. Rather, it is a place for students to practice independence and self-regulation when they realize that their emotions are getting too big. Calm corners are intended to be an ounce of prevention.
Another concern covered during the training was managing teachers’ fears that students would use the calm-down corner as a place to avoid doing classwork. In the beginning, students may display a lot of interest in testing out all the new things in the calm corners. However, teachers were able to overcome this by giving each student an opportunity to visit the calm corner and try out the items. They also set up class rules about when and how to use the calm corner. Timers were used to limit the amount of time spent in the area and reflection sheets were used to help focus the time around specific skills building versus ‘playing with toys.’
While calm corners are fun and a relatively simple intervention, it does require planning to be implemented. Obtaining the funding is just the first step to successful implementation. Here are a few lessons that we’ve learned along the way.
● Develop a plan to get teacher buy-in. Students spend the majority of their time with teachers and strong classroom management avoids many discipline issues. Calm corners used correctly can offer a meaningful solution to teachers that is guided by school social workers.
● Take time to introduce the concept to students and parents. They need to know the who, what, when, and why of calm corners. In fact, calm corners can even be used at home.
● Inspect what you expect. The initial training that we received about calm corners gave us a foundation; however, the true learning came from walking through school buildings observing the calm corners and talking with students and teachers. They offered great suggestions about next steps, which items need to be replaced, innovations, etc.
● Be flexible. Some schools will find it challenging to dedicate space to a calm corner. In this instance, we purchased small carts that were filled with calming tools. The carts were placed in each classroom at one of our early colleges. When students need the calming materials they simply roll the small cart to their desk and return it when they are done.
● Calm corners have to be replenished over time. A well-used calm corner must be replenished over time. Items break, disappear, or just need to be replaced due to normal wear and tear. Invest in items that are high quality and will last for a long time. Use business partners to replenish items. You can also create your own items such as lava lamps and calming dough with the help of Pinterest, YouTube, and other social media platforms.
● By the Numbers. Keep data on student usage of the calm corners. This data can be used to determine which items need to be replaced and when and why students are using the space. You can also review office discipline referrals to see if the use of the calm corners had a positive impact. Of course, data also comes in handy when writing grants or marketing your program.
Calm corners can be implemented in the social worker's office or across the entire school building. The sky is really the limit. This simple tool can be utilized to teach self-awareness, the identification of feelings, and self-regulation skills. We hope that this small glimpse into our journey will help you to get started.
D. Natasha Scott, EdD, MSW, is the executive director of Student Services for Cumberland County Schools. She received a bachelor’s degree in social work from North Carolina Agricultural and Technical State University, a master’s degree in social work from the University of Illinois at Urbana–Champaign, and a doctorate in education from the University of North Carolina at Chapel Hill. Her experience in public schools ranges from school social worker to social work coordinator and executive director. She also has over 10 years of experience as an adjunct professor. School social work is her favorite course to teach.
Want to learn more about Calm Corners?
We will have an interactive Calm Corner at our upcoming Summer Symposium! Embark on a transformative journey of self-care at SSWAA's inaugural School Social Work Summer Symposium, set against the stunning backdrop of the Snowbird Resort near Salt Lake City, Utah. Nestled amidst breathtaking mountains, this event offers a unique opportunity to unwind, recharge, and prevent burnout.
Immerse yourself in a perfect blend of rejuvenating Continuing Education sessions, relaxation activities, and pure FUN! Attendees can expect to enhance their professional skills, prioritize their well-being, and forge meaningful connections with fellow school social work professionals amidst Utah's stunning landscapes.
