We have all been there: a student is screaming on the floor, the rest of the class is watching in silence (or joining in the chaos), and you feel your own heart rate starting to climb.

In traditional classroom management, the go-to response is often a "time-out." The logic is to remove the child until they can "behave." However, for a child who is developmentally between the ages of 2 and 7, or for a neurodivergent learner, a time-out can feel like scary isolation. When a child’s brain is "offline," they don't need a lecture; they need a partner to help them calm down.

This is the heart of Co-Regulation.

1) Understanding the "Flipped Lid" 

Before we can use a script, we have to understand what is happening in the brain. Dr. Dan Siegel’s "Hand Model of the Brain" is a perfect way to visualize this. When a child has a meltdown, their "upstairs brain" (logic and reasoning) has disconnected from their "downstairs brain" (emotions and survival). In this state, the child literally cannot hear your logic. You must help them "close the lid" through safety and connection before any learning can happen.

2) The Power of "Affect"

In Floortime, we use our "Affect"—our facial expressions, tone of voice, and body language—to signal safety to the child. If we are angry, the child’s brain stays in "threat mode." If we are calm and present, their brain begins to mirror ours.

3) Three Scripts to Use Instead of "Stop It!"

When a student is escalating, try these three scripts to move from conflict to co-regulation:

• The Validation Script (For Frustration) "I can see your body is having a really hard time right now. You can be angry, but you cannot hit. I will hold you until you can use safe hands."

  • Why it works: It acknowledges the emotion without judging the behavior. It tells the child they aren't "bad" and they aren't alone.

• The Sensory-Safety Script (For Overload) "It’s very loud in here, isn’t it? Let’s find a quiet spot together."

  • Why it works: It identifies the "why" (sensory overload) and offers a solution that involves the teacher’s support.

• The "Connection Before Correction" Script "I’m not going to let you hit, because I want to keep everyone safe. But I am right here. Do you want a hug or a deep breath?"

  • Why it works: It sets a firm boundary (safety) while offering physical or emotional regulation.

Support for Your School

Does your school need deeper support? We provide Educator Workshops across KL and Selangor, teaching teams how to use Floortime and Positive Behaviour Support (PBS) to manage diverse classrooms.

Click Here to book a free 15-minute call via Cal.com to discuss a workshop for your school.