~ Choice: No child should be forced to enter or participate in the sensory safe space. Students should choose to use the space; they should never be sent to it.

~The right activities: Some activities may not be appropriate for a specific child. Do not force activities just because you think it is a good idea. Always keep in mind that we all are different, and so will be our needs in spaces like this. 

~ Carefully observe students’ reactions to different stimuli and be respectful of them. Some children may be oversensitive to stimuli, whereas others may be sensory seeking. Whatever the case is, you must facilitate the conditions each child needs to achieve de-escalation and self- regulation.

Blue character is sitting on the floor holding his head and crying. Above their head, lights are shining and a speaker is blaring music notes out.
A blue character sits in a darkened space. There is the sign of a speaker with a line through it, indicating quiet. The character has their eyes closed and hands up to their head, trying to block out the world.

~ A sensory safe space; should be just that, a safe space. It is not to be used either as a punishment (e.g. seclusion space) or a reward for good or bad behaviour.

~ Understanding; Never assume that students know how to use a calming room. Not even when you have already explained it once or twice. If students have little experience in spaces like this, they will probably need your support to get the most benefit from it.

~ Student responsibility: Some students may attempt to use the calming area because think they are escaping a task or work. Therefore, it is very important to ensure students understand they are responsible for missed work when using the space. You must look at why that student is trying to avoid a particular task and consider what needs to be put in place to stop that from happening.

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