Helping Students Find Their Calm: Making Calming Corners Work for You

Presenters

• Cynthia A. Devers, Suffolk Public SchoolsFollow

First Presenter's Highest Degree Earned

Master of Arts in Teaching, Certificate of Educational Leadership

Year First Presenter's Degree Was Awarded

2005, 2021

First Presenter's Field of Study

Education

Institution Where First Presenter Received Highest Degree

East Tennessee State University, Longwood University

First Presenter's Institution

Suffolk Public Schools

First Presenter's Brief Bio and Description of Credentials for This Presentation

Cindy Devers earned her BA in Exercise, Sports, and Health Education with a concentration in Sports Medicine from Radford University and her Master of Arts in Teaching from East Tennessee State University. She began her career teaching 2nd, 4th, and 5th grades before becoming an Academic Coach for Pre-K through 5th grade. Cindy later earned her Certificate in Educational Leadership from Longwood University. She now serves as the Coordinator of Student Support for Suffolk Public Schools, overseeing Social Emotional Learning (SEL), Positive Behavioral Interventions and Supports (PBIS), Restorative Practices, and Bullying Prevention and Intervention. Passionate about helping students and educators succeed, Cindy believes every child can learn and thrive. She is dedicated to meeting students where they are and ensuring they receive the supports and interventions necessary to reach their full potential.

Location

Ballroom F

Document Type

Individual Presentation

Primary Strand

Youth Resiliency

Relevance to Primary Strand

aligns directly with the Youth Resiliency strand by equipping educators with evidence-based strategies to foster students’ social-emotional growth. Calming corners provide a practical approach for teaching self-awareness and self-control, helping students recognize and manage their emotions in real-time. When students are able to self-regulater, they are able to develop the resilience needed to navigate the challenges they face both in and out of the classroom.

Alignment with School Improvement Plan Topics

Student Learning and Development

Brief Program Description

A child’s ability to self-regulate can make all the difference in their school day. When students can manage their emotions and behaviors, they’re better equipped to stay focused, handle challenges, and engage in learning—all while reducing classroom disruptions. This session will explore how a thoughtfully designed calming corner can empower students to take control of their emotions in healthy ways. Participants will learn practical strategies for creating and implementing these spaces in elementary classrooms, fostering a more positive, productive, and supportive learning environment for everyone.

Summary

This session will guide educators through the process of designing and implementing effective calming corners in elementary classrooms. A calming corner is a structured, intentional space that provides students with tools and strategies to identify and regulate their emotions in a safe and constructive way. Participants will explore the research behind self-regulation and its connection to learning readiness, as well as practical steps for setting up a calming corner that fits their unique classroom environment.

Through interactive discussion and examples, educators will learn how to introduce and teach routines for using the space, incorporate student voice and choice, and align the practice with schoolwide social-emotional learning initiatives. By the end of the session, participants will walk away with actionable strategies, sample visuals, and implementation tips that can be used immediately. The ultimate goal is to help educators create classrooms where students feel empowered to manage emotions, restore focus, and return to learning—building stronger relationships and more positive learning experiences for all.

Evidence

Calming corners offer numerous benefits for both students and educators. These intentional spaces support the development of self-regulation skills and help students regain composure so they can refocus on learning. By providing a safe and inclusive environment, calming corners promote emotional well-being and strengthen classroom community. They also help preserve relationships by allowing students to remain in the classroom while managing strong emotions, rather than being removed from instruction. Overall, calming corners serve as an effective Tier I support, ensuring that every student has access to strategies that promote emotional balance and readiness to learn.

Learning Objective 1

Participants will be able to identify key components of an effective Calming Corner designed for elementary classrooms.

Learning Objective 2

Participants will be able to describe strategies for teaching and reinforcing self-regulation skills using the calming corner.

Learning Objective 3

Participants will be able to develop a plan to implement or enhance a calming corner that aligns with classroom expectations and supports all learners.

Start Date

6-1-2026 3:45 PM

End Date

6-1-2026 4:45 PM

Recommended Citation

Devers, Cynthia A., "Helping Students Find Their Calm: Making Calming Corners Work for You" (2026). Southeast Conference on School Climate. 30.
https://digitalcommons.georgiasouthern.edu/secsc/2026/2026/30

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.