Emotional regulation intervention for schools, ELSAs and SEND practitioners. Transform school resets into a structured intervention with a student workbook, teacher guide and parent/carer guide.

Does this sound familiar?

A pupil has been advised to use a reset when they become overwhelmed. At first, the system works well. Over time, however, staff begin asking the same questions:

• Are resets actually helping this pupil?
• Are they returning to learning ready to engage?
• Are resets being used consistently by different staff?
• Is the pupil learning to regulate independently, or becoming reliant on leaving lesson?

Many schools recognise the value of regulation breaks, but without a structured approach it can be difficult to monitor their effectiveness or ensure they are being used for the right reasons.

Reset to Learn was created to solve this problem.

Rather than simply giving pupils permission to leave the classroom, Reset to Learn transforms resets into a structured emotional regulation intervention that teaches pupils how to:

• Recognise dysregulation.
• Decide whether a reset is needed.
• Communicate their needs effectively.
• Choose appropiate regulation strategies.
• Reflect on what helped.
• Return successfully to learning.

The intervention follows the Assess - Plan - Do - Review (ADPR) cycle, providing schools with a practical framework to teach, monitor and review emotional regulation skills while supporting professional judgement.

Unlike many reset resources, Reset to Learn promotes shared decision-making. Pupils are encouraged to recognise and communicate their needs while trusted adults make the final decision about the most appropiate support available within the school’s routines and resources.

This complete intervention includes:

• Student Workbook
• Teacher Guidance
• Parent and Carer Guide

Key Features:

• Transforms existing reset systems into a structured intervention.
• No staff training required - designed to complement the reset systems already used in most schools.
• Follows the Assess - Plan - Do - Review (ADPR) cycle.
• Baseline and post-intervention assessment.
• Individual target setting and review.
• Encourages shared decision-making between pupils and adults.
• Promotes appropiate use of resets while supporting a successful return to learning.
• Includes parent/carer involvement throughout the intervention.
• Minimal written recording to reduce cognitive demand.
• Dyslexia-friendly font, clear layout and visual supports.
• Designed to engage older pupils without feeling childish or patronising, while remaining accessible to younger learners.

Suitable for:

• ELSAs
• SENDCOs
• Teachers
• Teaching Assistants
• Pastoral Teams
• Primary Schools
• Secondary Schools
• Pupils who would benefit from structured emotional regulation support

About the Resource
Reset to Learn has been developed by an accredited Emotional Literacy Support Assistant (ELSA) whith four years’ experienc