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Description

This capstone research study examines teachers’ perceptions of calm corners in a K–5 elementary school setting. Calm corners are classroom-based spaces designed to support students’ self-regulation, emotional awareness, and overall social-emotional development. Although calm corners are widely used in elementary classrooms, there is limited research exploring how teachers perceive their effectiveness and implementation in practice. All classrooms in the K–5 setting have implemented some form of a calm corner or a similar self-regulation system. However, no formal data had been collected to understand teachers’ perspectives on these practices. To address this a survey was distributed to K–5 teachers. The survey instrument was adapted from existing research and tailored to the specific context of the school. It examined teachers’ perceptions of calm corners, their comfort and confidence in using them, the perceived effectiveness of calm corners for supporting student self-regulation, and the overall impact of calm corners on the classroom environment. Findings from this study aim to provide insight into how teachers experience and evaluate calm corners as a social-emotional support strategy. The results may inform future implementation practices and contribute to a better understanding of how calm corners can be used effectively to support students’ emotional and behavioral needs in elementary classrooms.

Publication Date

4-30-2026

Keywords

Calm Corners, Teacher Perception, Teacher Effectiveness

Creating Space to Regulate: Teachers’ Perceptions of Calm Corners in K-5 Classrooms

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