Zen Dens And Peace Rooms: How Schools Are Giving Kids Space To Reflect, Regulate

Zen Dens and Peace Rooms: How Schools are Giving Kids Space to Reflect, Regulate

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The Indian Hill Elementary School in Cincinnati has a designated space called the Brave Room. This room is well-furnished with pillow chairs, a mini Zen garden, and soft lighting. Throughout the day, students visit the Brave Room for varying durations, ranging from a few minutes to an entire class period. Here, they can engage with fidget toys, coloring books, and kinetic sand, or simply relax and unwind.

Sarah Kellett, a school counselor, explains that the intention behind the Brave Room is to provide students with a calming environment that helps them regain focus and tranquility before returning to their academic pursuits.

The name "Brave Room" is inspired by the Indian Hill Braves, the school’s athletic team. It also aligns with the concept of "brave spaces," which refers to inclusive learning environments. Schools and afterschool programs across the nation are adopting similar rooms under different names such as calming rooms, zen dens, or peace rooms. These spaces offer students an opportunity to address their mental and emotional well-being. Advocates of calming rooms believe that they have a significant impact on children.

Robert Dillon, a former educator turned author, emphasizes the importance of reflective and recalibrative experiences for individuals. Having worked in the field of education for 25 years, including roles as an English teacher and middle school principal, Dillon recognizes that calming rooms have existed for several decades. However, he has observed a recent surge in the creation of such meditation spaces in schools and afterschool programs. These rooms allow children to process their emotions, cool down, and reset themselves before returning to the classroom.

Calming rooms are typically voluntary and open to all students. They serve as a refuge for students experiencing anxiety, agitation, or those in need of alone time to regroup. Some schools implement sign-up sheets or passes for the calming rooms, and teachers may encourage students to utilize these spaces. In certain instances, schools may have therapists, school counselors, or staff members present or nearby the calming room.

It is crucial to distinguish the calming rooms advocated by Dillon and others from rooms with similar names that have been used to punish or restrict students, particularly those with disabilities. The latter practice has been banned in some states. The recommended calming rooms are firmly rooted in the science of social-emotional learning and never coerce students into entering or staying in them.

The rise in the popularity of calming rooms can be attributed to various factors, including the challenges posed by the pandemic. School closures and remote learning resulted in learning loss and social isolation in many cities, prompting the need for spaces that prioritize students’ mental and emotional well-being. Additionally, the constant presence of social media heightens the mental and emotional noise in society. Calming rooms aim to counteract this pervasive noise.

As the consequences of the pandemic continue to impact educational settings and society at large, social-emotional learning activities and interventions, such as calming rooms, have become crucial priorities for schools and programs. The Boys and Girls Club in Green Bay, Wisconsin, for example, opened its first calming room, known as the zen den, in 2017. Equipped with bean bag chairs and strategies for calming down and regulating emotions, zen dens offer students the opportunity for one-on-one support from licensed clinical social workers like Brooke Unrath, the director of social-emotional learning at the club. Unrath has observed an increase in students reporting heightened feelings of anxiety, depression, and even suicidal thoughts since the reopening of schools post-COVID-19 closures.

The number of students expressing suicidal ideations has reached alarming levels, according to Unrath. Prior to the pandemic, Unrath would encounter one or two students per month contemplating suicide. However, during this school year, the frequency has risen to one or two students per week. The fact that even 7-year-olds confide their desire to end their lives to Unrath is both shocking and deeply concerning.

As one of the pioneering clubs to introduce a zen den, several Boys and Girls Clubs across the country, ranging from Chicago to Atlanta to South Dakota, have sought advice from Unrath on creating their own tranquil spaces. The concept of calming rooms has also gained traction in nearby school districts. While this trend began prior to the pandemic, it has gained momentum in recent times due to increased anxiety and depression related to the pandemic, as well as cyberbullying.

Dillon emphasized that the significance of social-emotional learning is becoming increasingly prioritized, shifting from only a few educators embracing it to a systemic approach.

The design and experience of modern calming rooms have significantly improved compared to a decade ago when teachers would simply place a beanbag or pop-up tent in a corner of the classroom, without teaching children how to effectively utilize these spaces.

Although the popularity of calming rooms is on the rise, educators still encounter various obstacles when attempting to establish them in their schools or programs. Dillon explained that such rooms require financial investment for setup and design, adequate space, and support from school or program leaders and staff.

If implemented correctly, calming rooms that adhere to current best practices, including designated spaces and clear instructions on how to utilize them, are more likely to effectively assist struggling children and enhance the credibility of education. However, Dillon cautioned that if implemented poorly, such rooms can create negative perceptions, being perceived as a passing trend or something insignificant.

At Indian Hill Elementary, Kellett emphasized the importance of ensuring that calming rooms are not seen as punitive spaces. When students return to class following a visit to the brave room, teachers have a protocol to welcome them back with open arms.

Calming rooms can also serve as a method to assess the emotional state of a school community. For instance, Indian Hill noticed a significant increase in visits to calming rooms after recess. It was observed that children often felt energetic and required some time to readjust before returning to their studies. To address this, some teachers began implementing a quiet time accompanied by music after recess to help reduce energy levels.

Kellett explained that this approach allowed students to naturally expend their remaining energy and then enter the classroom in a calm state.

Since the establishment of the Brave room at Indian Hill Elementary almost four years ago, funded by a grant of $1,000, Kellett has witnessed the trend of calming rooms expanding not only to neighboring school districts but also into students’ homes.

Kellett stated, "Several students attempt to create their own calming spaces within their homes. They recognize the benefits of taking a break and managing their emotions."

Youth Today is a nonprofit, independent news organization that focuses on reporting issues related to children and young individuals. It is published by the Center for Sustainable Journalism.