transcribe

What Strategies Are Helpful For a Student Who Resists the Safe Place or Breathing When Upset?

Conscious Discipline · 1m · transcribed May 2026
More from Conscious Discipline Family and Health

Transcript

0:00 what um strategies have you found helpful for a child who is resistant to the safe place or um resists breathing in moments of upset so it kind of gives me a little bit of information to know that maybe they're not feeling safe at the moment or they're not feeling connected so we established what's called our time for me or our time together which is a scheduled time throughout the day to do some caring connections with child um

0:30 and we also have um just being of service so in our school sometimes we have permanent School family jobs and so the student for an example one would be that they could go down to the kindergarten room and teach them a breathing technique or teach them and I love you rual um we also have a student that was very resistant um and so they became the schoolwide recycler with our building service um person and so every

0:57 single day then we have steps in our school which was very good for movement um the heavy recycled in this child would come into everybody's classroom and get a high or a greeting um and carry the recycle bin go out and So eventually he found that all of the adults in the school were were his safekeepers and he didn't feel like that he didn't come to school feeling safe and so by being of service um he was so

1:27 much less resistant so it sounds like you didn't um try to reteach or Force the child to use it it sounds like you built relationship and help them be of service so they'd be more willing to use those tools that were offered

Summary

The discussion focuses on strategies to support children who resist using calming techniques during moments of distress. By fostering connections and providing opportunities for service, children can feel safer and more engaged, ultimately making them more receptive to coping strategies.

- Establish a scheduled "time for me" or "time together" to strengthen connections with the child.
- Encourage children to engage in service roles, such as teaching younger students breathing techniques.
- Assign meaningful responsibilities, like recycling, to promote movement and interaction with peers and adults.
- Build relationships with school staff to create a sense of safety and support for the child.
- Avoid forcing coping strategies; instead, focus on relationship-building to increase willingness to use them.
- Recognize that feelings of safety and connection can significantly impact a child's receptiveness to calming techniques.