Wellbeing and personal development
Regulation and break choice menu
Use a picture menu to show a feeling and choose a break, then make a first-then board or draw another safe option. The three pages include adult-read instructions, a ready marker and choices such as breathing, a quiet corner, stretching or drawing.
Point to a break choice and say what would help. An adult introduces the menu and its safe routines.
Read the complete materialRead the material
Use a picture menu to show a feeling and choose a break, then make a first-then board or draw another safe option. The three pages include adult-read instructions, a ready marker and choices such as breathing, a quiet corner, stretching or drawing.
Complete resource. Use the preview for diagrams and layout.
Page 1
NAME DATE point say ADULT READS Point to the face that fits you, then choose a break. Every feeling is okay. all done I feel... happy sad worried cross tired I need a break My break choices take five deep breaths squeeze a soft toy quiet corner with a book have a drink of water stretch like a star wall push wear ear defenders draw or colour Regulation and break choice menu · Play Studio Page 1 of 3 FEELINGS AGES 4 TO 7 MY BREAK MENU Break choices Show how you feel. Choose a safe break.
Page 2
draw stick point ADULT READS Draw the job in the first box. Stick a break card in the then box, and point to “I am ready” when the sand runs down. all done break time I am ready Regulation and break choice menu · Play Studio Page 2 of 3 MY BREAK BOARD AGES 4 TO 7 First, then first then take five deep breaths squeeze a soft toy quiet corner with a book have a drink of water stretch like a star wall push wear ear defenders draw or colour
Page 3
draw cut stick ADULT READS Draw a break that helps you feel calm. Cut it out and stick it on your board. all done Regulation and break choice menu · Play Studio Page 3 of 3 MY BREAK BOARD AGES 4 TO 7 My own choices Draw a safe break you like. Cut it out for your board. draw or stick draw or stick draw or stick draw or stick draw or stick draw or stick
A teaching sequence
Communicate a feeling or need for a break and choose an available option from a visual menu, using a gesture, symbol or speech.
Point to a break choice and say what would help. An adult introduces the menu and its safe routines.
Read the complete materialChoose an agreed break option
Use page 1 to select a feeling and choose one break option from the menu.
Which available choice suits the pupil's access, sensory and supervision needs?
Prepare a first-then board if helpful
If helpful, set up page 2 as a first-then board: draw or describe the first activity, choose a break card and point to “I am ready” when appropriate.
What first activity and chosen break belong in the two boxes?
Add a pupil-chosen break card
Use page 3 to draw another break choice, then cut it out and add it to the board if the pupil wants to.
Would the pupil like to draw another locally agreed option?
Check readiness through a comfortable response
Check in without requiring the pupil to explain more than they are comfortable sharing.
Would the pupil like more time or another agreed support?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Look for the pupil to communicate a feeling or indicate a choice, using pointing, speech or drawing. Ask, “Which option would help now?” If a choice is unavailable or does not feel safe, offer another agreed option rather than insisting on one.
Give a little support
Offer two safe choices at a time and allow the pupil to point rather than speak. Use the first-then board only if it helps the pupil anticipate what comes next. An adult can model the selection and keep the menu accessible.
Take the idea further
Invite the pupil to draw a new break option and agree with an adult when and where it can be used. Review the choice after use to see whether the pupil wants to keep or change it.
Things to keep in mind
The menu lists options that may not suit every pupil or setting. Agree choices with the pupil and relevant adults, considering access, sensory needs, supervision and school procedures. A visual choice does not guarantee that a pupil will feel calm or be ready to return.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas for using this resource
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet the creators whose teaching interests connect with this template. Find an approach to try with your class.
Anita Sharma
A short plan can help the adults agree what to do, but it should remain connected to the pupil’s experience and be reviewed rather than filed away.
Meet the creator
Sylvia Nkemelu
I adapt emotional-literacy activities to each referral’s purpose and share clear handovers across Key Stage 1 classrooms, helping colleagues know what was tried and what needs follow-up.
Meet the creator
Fiona Mackaness
I keep learning-support plans concise and practical, with strategies a covering teacher can find and use and language that families recognise as describing their child.
Meet the creator
Priya Patel
A predictable visual, calm instructions and clear steps can support a group, while adults adjust the activity to the purpose of the plan.
Meet the creatorMichael Ajayi
I look for ways to make a task understandable, give enough time for communication and share observations with the teacher responsible for planning.
Meet the creator
Hannah Zielinski
I make inclusion plans understandable to families and organise access evidence around the decision it supports, with clear language, reliable records and appropriate boundaries for personal information.
Meet the creator
Organised Pile
The three-page feelings menu for ages 4 to 7 lets a child point to a feeling, indicate a need for a break and choose pictured options such as a quiet corner, water, stretching, ear defenders or drawing. Adult-read and gesture routes are shown.
Spare Pencil
The visual choices give a child a way to communicate a need without requiring a full spoken explanation. The options include quieter and movement-based breaks, which can be offered as choices when available.
Pencil Case Pal
Show only options that are actually available and accept pointing, a symbol or speech. An adult can model one choice, then let the child indicate whether it helps or whether another option is needed.
Calm Table
The menu is a communication aid, not a clinical assessment or guarantee that a break will resolve distress. Check that each pictured option is accessible and safe in the setting, and respond to the child's stated need.