{"id":34803,"date":"2025-12-12T13:32:24","date_gmt":"2025-12-12T13:32:24","guid":{"rendered":"https:\/\/www.devon.gov.uk\/support-schools-settings\/?page_id=34803"},"modified":"2026-01-29T11:35:37","modified_gmt":"2026-01-29T11:35:37","slug":"emotional-regulation","status":"publish","type":"page","link":"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted-support-framework-eyfs\/semh-needs-ey\/emotional-regulation\/","title":{"rendered":"Emotional regulation in the early years"},"content":{"rendered":"<div class=\"content-heading-quote clearfix \" id=\"block_acf-block-697b4604eee77\"><div class=\"hq-outer\"><h2><span class=\"hq-heading\">What is emotional regulation?<\/span><span class=\"hq-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" id=\"a\" viewBox=\"0 0 100 100\"><defs><style>.b{fill:#242a5f;}.c{fill:#24295f;}<\/style><\/defs><path class=\"b\" d=\"M53.53,0c.25.28.72.54.73.83.12,4.12.21,8.25.19,12.38,0,.29-.88.78-1.38.81-.37.03-1.12-.53-1.12-.83.01-4.14.12-8.28.23-12.42,0-.26.29-.51.44-.77.3,0,.61,0,.91,0Z\"><\/path><path class=\"b\" d=\"M86.09,47.77c-1.66,0-3.34.12-4.98-.06-.61-.07-1.13-.86-1.7-1.33.55-.5,1.09-1.41,1.67-1.44,3.4-.14,6.8-.16,10.2,0,.63.03,1.23,1,1.84,1.53-.68.44-1.32,1.17-2.04,1.25-1.64.19-3.32.06-4.98.06,0,0,0,0,0,0Z\"><\/path><path class=\"b\" d=\"M16.79,47.77c-1.74,0-3.48.1-5.2-.06-.57-.05-1.07-.77-1.6-1.18.5-.55.98-1.55,1.5-1.57,3.54-.14,7.09-.14,10.64,0,.52.02,1.01,1.03,1.51,1.58-.54.41-1.06,1.12-1.64,1.17-1.72.16-3.47.06-5.2.05Z\"><\/path><path class=\"b\" d=\"M38,16.81c-.23.25-.55.83-1.01,1.02-.37.14-1.14-.05-1.36-.36-2.28-3.1-4.5-6.24-6.65-9.44-.21-.31.03-1.32.36-1.52.46-.27,1.54-.35,1.75-.06,2.34,3.14,4.57,6.36,6.82,9.57.08.11.04.29.1.78Z\"><\/path><path class=\"b\" d=\"M77.55,8.73c-.24.46-.42.96-.72,1.38-1.82,2.61-3.59,5.26-5.55,7.76-.44.56-1.58.58-2.39.85,0-.79-.33-1.79.03-2.34,1.81-2.8,3.75-5.51,5.75-8.18.37-.49,1.21-.77,1.87-.85.58-.07,1.22.26,1.83.42-.27.32-.54.64-.82.96Z\"><\/path><path class=\"b\" d=\"M90.69,26.03c-.95,1.01-1.3,1.68-1.83,1.91-3.05,1.28-6.11,2.52-9.23,3.61-.56.19-1.39-.41-2.09-.65.32-.66.47-1.69.98-1.92,3.02-1.34,6.09-2.57,9.21-3.64.66-.23,1.59.35,2.96.69Z\"><\/path><path class=\"b\" d=\"M14.69,24.99c3.54,1.45,6.89,2.77,10.18,4.24.37.16.7,1.26.5,1.65-.22.44-1.18.94-1.59.79-3.32-1.19-6.6-2.48-9.83-3.88-.44-.19-.79-1.24-.69-1.8.07-.41.95-.68,1.44-.99Z\"><\/path><path class=\"c\" d=\"M86.99,95.32c-.64-7.78-4.73-12.77-12.2-14.81-1.02-.28-2.07-.41-3.09-.68-3.18-.86-6.51-1.4-9.5-2.73-3.01-1.34-3.19-3.33-.98-5.79,1.61-1.8,3.45-3.4,5.16-5.11,5.04-5.05,8.55-10.94,8.43-18.26-.07-4.57-.36-9.33-1.67-13.66-4.98-16.55-24.38-18.03-34.78-10.37-9.48,6.98-10.79,17.01-9.38,27.73.77,5.85,4.02,10.54,8.12,14.64,1.77,1.76,3.64,3.43,5.27,5.32,1.89,2.18,1.63,3.99-.87,5.41-1.6.91-3.47,1.44-5.27,1.92-3.2.84-6.53,1.25-9.66,2.3-7.16,2.41-11.82,11.11-10.23,18.77h71.03c-.14-1.7-.27-3.19-.39-4.68ZM45.94,48.97c-1.51-1.42-2.51-3.59-3.23-5.6-.68-1.91-.38-4.05,1.63-5.21,1.94-1.12,3.94-.75,5.72.58.54.4.97.95,1.57,1.56.72-.65,1.28-1.26,1.95-1.73,1.76-1.22,3.71-1.49,5.53-.36,1.93,1.2,2.3,3.31,1.56,5.24-.77,2-1.76,4.16-3.28,5.58-6.03,5.65-5.42,5.65-11.46-.05Z\"><\/path><\/svg> <\/span><\/h2><div class=\"hq-intro\"><p>Emotional regulation is the ability to manage and respond to emotional experiences in appropriate and adaptive ways.<\/p>\n<p><strong>In the early years, it is important to bear in mind the child&#8217;s age and stage of development when identifying need.<\/strong><\/p>\n<\/div><\/div><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-697b4604ef60f\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" id=\"Layer_1\" viewBox=\"0 0 60 60\"><defs><style>.cls-1{fill:#f3f1f6;}.cls-2{fill:#5d4c77;}<\/style><\/defs><g id=\"Group_7793\"><path id=\"Path_2\" class=\"cls-1\" d=\"M17.57,2.73h24.27l16.17,16.5v23.01l-16.17,17.76h-23.43L1.48,42.24v-23.01S17.57,2.73,17.57,2.73Z\"><\/path><g id=\"question-octagon\"><g id=\"Group_7792\"><path id=\"Path_6596\" class=\"cls-2\" d=\"M17.02.55C17.37.2,17.85,0,18.34,0h23.3C42.14,0,42.61.2,42.96.55l16.48,16.48c.35.35.55.83.55,1.32v23.3c0,.5-.2.97-.55,1.32l-16.48,16.48c-.35.35-.83.55-1.32.55h-23.3c-.5,0-.97-.2-1.32-.55L.55,42.97c-.35-.35-.55-.82-.55-1.32v-23.3c0-.5.2-.97.55-1.32L17.02.55ZM19.12,3.75L3.75,19.12v21.75l15.38,15.38h21.75l15.38-15.38v-21.75l-15.38-15.38h-21.76Z\"><\/path><path id=\"Path_6597\" class=\"cls-2\" d=\"M19.57,21.78c-.01.24.08.48.26.65s.41.27.66.26h3.14c.52-.01.95-.41,1.01-.93.34-2.43,2.05-4.21,5.1-4.21,2.61,0,5,1.27,5,4.33,0,2.36-1.42,3.44-3.67,5.09-2.56,1.81-4.58,3.93-4.44,7.37v.8c.03.51.45.92.96.91h3.08c.52,0,.94-.41.95-.93v-.39c0-2.66,1.04-3.44,3.84-5.51,2.32-1.72,4.73-3.62,4.73-7.63,0-5.6-4.85-8.31-10.16-8.31-4.82,0-10.09,2.19-10.45,8.48v.02ZM25.49,43.16c.05,1.96,1.68,3.5,3.64,3.45.07,0,.14,0,.2,0,2.32,0,3.91-1.46,3.91-3.44s-1.6-3.49-3.91-3.49c-1.94-.16-3.65,1.28-3.82,3.22,0,0,0,0,0,0,0,.09-.01.17-.01.26h-.01Z\"><\/path><\/g><\/g><\/g><\/svg> <\/div><h3><strong>Identification<\/strong> &#8211; what you may see in the child<\/h3><div class=\"box-content list-col-1\"><ul>\n<li><strong>Limited awareness of their physical internal state<\/strong> (interoception), even with adult support, for example hungry, thirsty, hot, cold, butterflies in their stomach when anxious.<\/li>\n<li><strong>Little understanding of how they are feeling<\/strong>. Struggles to identify in themselves and others the basic feelings of happy, sad, angry, scared (at a developmentally appropriate level).<\/li>\n<li><strong>Doesn&#8217;t have the vocabulary to communicate how they are feeling with others<\/strong>, instead, may communicate these feelings via dysregulated behaviours, such as hitting, biting or screaming.<\/li>\n<li><strong>Struggles to manage mild stress<\/strong>, for example waiting for their turn in a game (for a very short time).<!-- wp:list-item --><\/li>\n<li><strong>Unable to regulate themselves<\/strong> without a practitioner to co-regulate with them, possibly leading to unsafe behaviours.<\/li>\n<li><strong>Unable to manage overly intense emotions safely<\/strong>, including feelings of excitement, without being triggered into fight, flight or freeze.<\/li>\n<li><strong>Doesn&#8217;t have strategies to self-soothe.<\/strong><\/li>\n<li><strong>Finds some or all emotions overwhelming<\/strong>, leading to dysregulated behaviours such as screaming, pushing or throwing resources. Some may show more subtle signs of dysregulation such as biting nails, twirling hair, sucking or biting the edge of clothing and\/or being overly compliant.<\/li>\n<li><strong>Presents as \u2018shut down\u2019 and doesn&#8217;t engage with others<\/strong>.<\/li>\n<\/ul>\n<p>You may also find the\u00a0<a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted-support-framework-eyfs\/communication-and-interaction-needs-ey\/receptive-language\/\">receptive language<\/a> and\u00a0<a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted-support-framework-eyfs\/communication-and-interaction-needs-ey\/expressive-language\/\">expressive language<\/a>\u00a0information in the\u00a0<a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted-support-framework-eyfs\/#C-and-I\">communication and interaction<\/a>\u00a0section of the framework useful.<\/p>\n<\/div><\/div><\/li><\/ul><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-697b4604ef688\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" id=\"Layer_1\" viewBox=\"0 0 60.07 60\"><defs><style>.cls-1{fill:#f3f1f6;}.cls-2{fill:#5d4c77;}<\/style><\/defs><polygon class=\"cls-1\" points=\"43.44 27.53 31.1 31.33 31.1 12.17 43.44 8.78 43.44 27.53\"><\/polygon><polygon class=\"cls-1\" points=\"41.76 6.92 30.45 10.08 17.08 6.58 30.36 3.46 41.76 6.92\"><\/polygon><polygon class=\"cls-1\" points=\"28.93 52.72 16.58 56.52 16.58 37.36 28.93 33.97 28.93 52.72\"><\/polygon><polygon class=\"cls-1\" points=\"57.97 52.73 45.62 56.53 45.62 37.37 57.97 33.97 57.97 52.73\"><\/polygon><polygon class=\"cls-1\" points=\"28 32.55 16.69 35.72 3.33 32.21 16.6 29.09 28 32.55\"><\/polygon><polygon class=\"cls-1\" points=\"55.99 32.46 44.67 35.71 31.39 32.45 44.67 29.22 55.99 32.46\"><\/polygon><polygon class=\"cls-1\" points=\"44.38 56.8 31.1 52.76 31.1 33.7 43.87 37.1 44.38 56.8\"><\/polygon><polygon class=\"cls-1\" points=\"15.09 56.8 1.81 52.76 1.81 33.7 14.58 37.1 15.09 56.8\"><\/polygon><polygon class=\"cls-1\" points=\"29.42 31.61 16.59 27.57 16.59 8.51 28.93 11.91 29.42 31.61\"><\/polygon><path class=\"cls-2\" d=\"M60.14,32.49c0-.06,0-.1-.02-.16,0-.02,0-.06-.02-.08-.02-.05-.03-.1-.06-.15,0-.02-.02-.05-.03-.07-.03-.06-.07-.12-.11-.17,0,0,0-.02-.02-.02-.05-.06-.11-.12-.17-.17-.02,0-.03-.02-.04-.02-.05-.03-.09-.06-.15-.09-.03-.01-.06-.02-.09-.03-.03,0-.06-.02-.09-.03l-13.74-3.93V7.04c0-.06,0-.1-.02-.16,0-.02,0-.06-.02-.08-.02-.05-.03-.1-.06-.15,0-.02-.02-.05-.03-.07-.03-.06-.07-.12-.11-.17,0,0,0-.02-.02-.02-.05-.06-.11-.12-.17-.17-.02,0-.02-.02-.04-.02-.05-.03-.09-.06-.15-.09-.03-.01-.06-.02-.09-.03-.03,0-.06-.02-.09-.03L30.31,1.89c-.2-.06-.4-.06-.6,0l-14.53,4.15-.1.04s-.04.02-.06.02c-.42.19-.67.63-.63,1.09v20.38L.66,31.49s-.06.02-.09.03c-.02,0-.06.02-.08.03-.05.02-.1.06-.15.09-.02,0-.02.02-.04.02-.06.05-.12.1-.17.17,0,0,0,.02-.02.02-.04.06-.08.11-.11.17,0,.02-.02.05-.03.07-.02.05-.04.09-.06.15,0,.02-.02.06-.02.08,0,.05-.02.1-.02.16v21.03c0,.48.31.9.77,1.04l14.53,4.47c.21.06.43.06.65,0l14.2-4.37,14.2,4.37c.21.06.43.06.65,0l14.53-4.47c.46-.14.77-.57.77-1.04v-21.03h-.04ZM14.4,56.52l-12.35-3.8v-18.75l12.35,3.39v19.16ZM15.49,35.4l-10.49-2.88,10.49-3,10.49,3s-10.49,2.88-10.49,2.88ZM28.93,52.73l-12.35,3.8v-19.16l12.35-3.39v18.75ZM28.93,31.09l-12.34-3.53V8.51l12.34,3.4v19.18ZM19.53,7.06l10.49-3,10.49,3-10.49,2.89s-10.49-2.89-10.49-2.89ZM43.44,8.51v19.05l-12.35,3.53V11.91l12.35-3.39h0ZM43.44,56.52l-12.35-3.8v-18.75l12.35,3.39s0,19.16,0,19.16ZM44.54,35.4l-10.49-2.88,10.49-3,10.49,3s-10.49,2.88-10.49,2.88ZM57.97,52.73l-12.35,3.8v-19.16l12.35-3.39v18.75Z\"><\/path><\/svg> <\/div><h3><strong>Planned<\/strong> provision in the setting<\/h3><div class=\"box-content list-col-1\"><p>Based on need, some of this provision will be effective.<\/p>\n<ul>\n<li><strong>Look for patterns and triggers<\/strong>. Consider environmental factors such as time of day, activity, area of provision, other children nearby, sensory stimuli. Triggers may be cumulative and\/or may not have an impact on the child straight away.<\/li>\n<li><strong>Explicitly teach self-regulation techniques<\/strong>. Adult modelling, reinforced with visuals, for example deep breathing, <a href=\"https:\/\/childrenandfamilyhealthdevon.nhs.uk\/resources\/proprioceptive-activities\/\" rel=\"noopener\">proprioceptive movement<\/a> or<a href=\"https:\/\/sensationalbrain.com\/pdf\/Free-Resources\/Heavy_Work_Ideas.pdf\" rel=\"noopener\"> heavy work<\/a>, movement breaks and activities. Model co-regulation and techniques to help children feel emotionally safe with their Key Person and gradually with other adults. Help children to learn ways to begin to calm themselves independently where developmentally appropriate.<\/li>\n<li><strong>Plan <a href=\"https:\/\/childrenandfamilyhealthdevon.nhs.uk\/resources\/interoception-advice\/#jump-collapse10020\" rel=\"noopener\">interoception strategies<\/a><\/strong> to support children\u2019s understanding of internal body signals and feelings.<\/li>\n<li><strong>Explicitly teach emotional vocabulary. N<\/strong>ame and talk about a wide range of feelings and make it clear that all feelings are understandable and acceptable. Put children\u2019s feelings into words. Provide resources for example, pictures, books, photographs and visual prompts.<\/li>\n<li><strong>Support the child to recognise their own emotions<\/strong> and begin to use strategies to feel calm when they are overwhelmed or dysregulated.<\/li>\n<li><strong>Provide access to a calm area<\/strong> for parts of the day to support regulation, either planned as a proactive part of the child\u2019s daily routine or as and when necessary to co-regulate alongside an adult when the child is feelign overwhelmed.<\/li>\n<li><strong>Key adults support the child<\/strong> to make choices using visuals, when struggling to regulate emotions.<\/li>\n<li><strong>Support identified sensory processing and integration needs<\/strong> through carefully planned activities. See the <a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted-support-framework-eyfs\/communication-and-interaction-needs-ey\/sensory-processing-and-integration\/\">sensory processing and integration<\/a> section of the framework for suggestions.<\/li>\n<li><strong>Connect first, before responding<\/strong>. Adults carefully consider their response when a child is displaying distress. Notice what is happening, making sure the adult is regulated before responding.<\/li>\n<li><strong>Validate and attune to feelings and emotions<\/strong>. Once connected, show curiosity and understanding by modelling thinking through the child\u2019s emotional response, for example \u2018I wonder if that was tricky for you because\u2026\u2019, \u2018I wonder if you were feeling \u2026.\u2019, \u2018It\u2019s hard when\u2026\u2019. Attune to the child\u2019s feelings by meeting their emotional intensity, resisting the urge to minimise or dismiss their feelings,\u00a0using <a href=\"http:\/\/www.danielhughes.org\/p.a.c.e..html\" rel=\"noopener\">PACE<\/a>.\u00a0.<\/li>\n<li>Remain curious. <strong>Apply the \u2018HALT\u2019 concept<\/strong> to remind adults that children may struggle to make good decisions and\/or become distressed when Hungry, Angry, Lonely, or Tired.<\/li>\n<li><strong>Develop the use of positive &#8216;How to Help Me Regulate&#8217; Plans<\/strong> or <a href=\"https:\/\/help-for-early-years-providers.education.gov.uk\/support-for-practitioners\/send-assessment\/setting-targets\" rel=\"noopener\">One Page Profiles<\/a> which outline how the child will be co-regulated by adults at all stages of dysregulation, as well as identifying support the child needs when in crisis.<\/li>\n<li><strong>Offer \u2018heavy work\u2019 or large physical and sensory experiences<\/strong> to provide physical and sensory feedback to support regulation. Examples are: carrying a backpack with heavy items in it to transport, pushing heavy things in a wheelbarrow, lifting large containers filled with stones (so they are heavy, but not too heavy to be unsafe), as appropriate according to the age and stage of the child.<\/li>\n<\/ul>\n<\/div><\/div><\/li><\/ul><\/div>\n\n<div class=\"content-boxes clearfix\" id=\"block_acf-block-697b4604ef6fe\"><ul class=\"grid-x grid-margin-x small-up-1 medium-up-1 large-up-1\"><li class=\"cell box-contents\"><div class=\"box-contents-inner has-svg\"><div class=\"box-icon\"><?xml version=\"1.0\" encoding=\"UTF-8\"?> <svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" id=\"Layer_1\" viewBox=\"0 0 76.62 60\"><defs><style>.cls-1{fill:#f3f1f6;}.cls-2{fill:#5d4c77;}<\/style><\/defs><path class=\"cls-1\" d=\"M1.37,3h73v52H1.37V3Z\"><\/path><path class=\"cls-2\" d=\"M46.52,13.63h19.15v5.47h-19.15v-5.47Z\"><\/path><path class=\"cls-2\" d=\"M46.52,27.26h19.15v5.47h-19.15v-5.47Z\"><\/path><path class=\"cls-2\" d=\"M46.52,40.9h19.15v5.47h-19.15v-5.47Z\"><\/path><path class=\"cls-2\" d=\"M10.94,13.63h19.15v5.47H10.94v-5.47Z\"><\/path><path class=\"cls-2\" d=\"M10.94,27.26h19.15v5.47H10.94v-5.47Z\"><\/path><path class=\"cls-2\" d=\"M10.94,40.9h19.15v5.47H10.94v-5.47Z\"><\/path><path class=\"cls-2\" d=\"M71.14,0H5.47C2.46,0,0,2.44,0,5.45v49.09c0,3.02,2.46,5.46,5.47,5.46h65.67c3.02,0,5.47-2.44,5.47-5.46V5.45C76.61,2.44,74.16,0,71.14,0ZM5.47,5.45h30.1v49.09H5.47V5.45ZM41.04,54.54V5.45h30.1v49.09h-30.1Z\"><\/path><\/svg> <\/div><h3><strong>Resources<\/strong> for settings<\/h3><div class=\"box-content list-col-1\"><h3 class=\"wp-block-heading\" style=\"text-align: left;\"><strong>Support services<\/strong><\/h3>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/childrenandfamilyhealthdevon.nhs.uk\/referral-forms\/\" rel=\"noopener\">Children and Family Health Devon referral form<\/a> for Neurodiversity, Mental Health and Mental Health Support Team in Schools (MHST), sensory and Speech, Language and Communication.<\/li>\n<\/ul>\n<p><!-- \/wp:list-item --><\/p>\n<p><!-- \/wp:list --> <!-- wp:heading {\"level\":3} --><\/p>\n<h3 class=\"wp-block-heading\" style=\"text-align: left;\"><strong>Further reading and information<\/strong><\/h3>\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted-support-framework-eyfs\/communication-and-interaction-needs-ey\/sensory-processing-and-integration\/\">Sensory processing and integration &#8211; resources for schools<\/a><\/li>\n<li><a href=\"https:\/\/educationendowmentfoundation.org.uk\/early-years\/evidence-store\/personal-social-and-emotional-development\" rel=\"noopener\">Personal, Social and Emotional Development<\/a> | Education Endowment Foundation (EEF)<\/li>\n<li><a href=\"https:\/\/help-for-early-years-providers.education.gov.uk\/areas-of-learning\/personal-social-and-emotional-development\/emotions\" rel=\"noopener\">Emotions<\/a> | EEF<\/li>\n<li><a href=\"https:\/\/www.annafreud.org\/resources\/under-fives-wellbeing\/personal-social-and-emotional-development\/\" rel=\"noopener\">Personal, Social and Emotional Development<\/a> | Anna Freud<\/li>\n<li><a href=\"https:\/\/drdansiegel.com\/book\/the-whole-brain-child\/\" rel=\"noopener\">\u2018The Whole Brain Child\u2019 &#8211; Daniel Siegel and Tina Payne Bryson<\/a><\/li>\n<li>\u2018Simple stuff to get kids self-regulating in school\u2019 &#8211; Lauren Brukner and Lauren Liebstein Singer<\/li>\n<li>\u2018Improving Sensory Processing in Traumatised Children: Practical Ideas to help your child\u2019s movement, co-ordination and body awareness\u2019 &#8211; Sarah Lloyd<\/li>\n<\/ul>\n<h3 style=\"text-align: left;\"><strong>Resources to share with parents<\/strong><\/h3>\n<ul>\n<li><a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/send\/areas-of-need\/social-emotional-and-mental-health\/\">Devon\u2019s Social, Emotional Mental Health Advice and Guidance<\/a><\/li>\n<li><a href=\"https:\/\/beta.devon.gov.uk\/support-schools-settings\/oaip\/devons-ordinarily-available-targeted-support-framework\/communication-and-interaction-needs\/sensory-processing-and-integration\/\" rel=\"noopener\">Sensory processing and integration<\/a> \u2013 resources for parents<\/li>\n<li><a href=\"https:\/\/drdansiegel.com\/book\/the-whole-brain-child\/\" rel=\"noopener\">The Whole Brain Child<\/a> &#8211; Daniel Siegel and Tina Payne Bryson<\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=qFTljLo1bK8\" rel=\"noopener\">Dr Dan Siegel\u2019s Model of the Brain video<\/a><\/li>\n<li><a href=\"https:\/\/www.amazon.co.uk\/Kids-Guide-Staying-Awesome-Control\/dp\/1849059977\" rel=\"noopener\">The Kid\u2019s Guide to Staying Awesome and In Control<\/a> &#8211;\u00a0Lauren Brukner<\/li>\n<li><a href=\"https:\/\/drrossgreene.com\/the-explosive-child.htm\" rel=\"noopener\">The Explosive Child book for parents<\/a> &#8211; Dr. Ross Greene<\/li>\n<li><a href=\"https:\/\/www.amazon.co.uk\/Connective-Parenting-guide-connecting-Approach\/dp\/1546718702\/ref=sr_1_1?crid=2XNYZRC9NMZMP&amp;dib=eyJ2IjoiMSJ9.shmTFIjoVZBjMT_ts0iaBem_6AjdOJ3xVekUQwAIjgTgjz56MRXnjGHEZt4TeCL9.VwNgtoAUBORjxEBQrnoLZSgX1KBO7d265QCSWZPs8y0&amp;dib_tag=se&amp;keywords=Connective+Parenting+Model+%28NVR%29+%3A+Sarah+Fisher&amp;nsdOptOutParam=true&amp;qid=1731072404&amp;s=books&amp;sprefix=connective+parenting+model+nvr+sarah+fisher+%2Cstripbooks%2C108&amp;sr=1-1\" rel=\"noopener\">Connective Parenting Model (NVR)<\/a> &#8211; Sarah Fisher<\/li>\n<li><a href=\"https:\/\/www.amazon.co.uk\/Non-Violent-Resistance-Approach-Self-Destructive-Children\/dp\/1108965431\/ref=asc_df_1108965431?tag=bingshoppinga-21&amp;linkCode=df0&amp;hvadid=79920853128655&amp;hvnetw=o&amp;hvqmt=e&amp;hvbmt=be&amp;hvdev=c&amp;hvlocint=&amp;hvlocphy=&amp;hvtargid=pla-4583520394857004&amp;psc=1\" rel=\"noopener\">Non-Violent resistance <\/a>&#8211; Haim Omar<\/li>\n<\/ul>\n<\/div><\/div><\/li><\/ul><\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":981,"featured_media":0,"parent":34756,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-34803","page","type-page","status-publish","hentry"],"acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-04-28 18:49:59","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/34803","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/users\/981"}],"replies":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/comments?post=34803"}],"version-history":[{"count":5,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/34803\/revisions"}],"predecessor-version":[{"id":35535,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/34803\/revisions\/35535"}],"up":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/34756"}],"wp:attachment":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/media?parent=34803"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}