The Impact of Calm Spaces on Behavior, Emotional Regulation, and Academic Engagement in Special Education Classrooms
Keywords:
Academic Engagement; Calm Spaces; Emotional Regulation; Special Education; Student Behavior.Abstract
Calm spaces are increasingly used in special education classrooms to support students who experience difficulties with emotional regulation, behavior, attention, and academic participation. This study examined the effects of classroom calm spaces on students’ behavior, emotional regulation, and academic engagement. A mixed-methods design was employed, combining questionnaires, semi-structured interviews, and classroom observations. Participants included 21 students and 19 teachers from multi-categorical special education settings. Quantitative data were analyzed descriptively, while qualitative responses were coded and interpreted thematically. The findings showed that calm spaces were widely used and positively perceived by both groups. Among students, 85.8% reported feeling better after using the space, while 61.9% indicated improvements in classroom behavior and focus. Teachers reported stronger outcomes, with 89.5% observing improved self-regulation and 94.7% noting greater student focus after calm-space use. Qualitative findings further revealed reductions in emotional outbursts, disruptive behavior, anxiety, and agitation, alongside improved readiness to return to learning. Sensory materials, quietness, comfortable seating, and opportunities for temporary withdrawal were identified as important features. The study concludes that calm spaces function as supportive pedagogical interventions that promote emotional safety, behavioral stability, and productive academic re-engagement among students with diverse special educational needs when implemented consistently with guidance from trained educators.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
