emotional regulation
My Body Feels
Helping children recognise body clues connected to emotions, overwhelm, regulation, and nervous system states.
Our bodies give us clues all day long. Sometimes those clues tell us we feel calm and comfortable. Sometimes they tell us we may need support. This resource helps children notice body feelings, understand emotional body states, and build awareness of what their body may need.
understanding body clues & emotional regulation
Children experience emotions through their bodies as well as their thoughts. Before a child is able to explain that they feel worried, overwhelmed, tired, restless, or upset, their body is often already giving clues that something feels different internally.
These body clues may appear as tight muscles, tummy flutters, fidgeting, fast thoughts, tiredness, heavy feelings, sweating, withdrawal, or difficulty concentrating. For many children, these physical sensations happen before they fully recognise or understand the emotion connected to them.
The “My Body Feels” resource helps children begin noticing these body clues in a safe, visual, and supportive way. Rather than focusing on behaviour alone, the resource encourages children to explore what their body may be communicating and what kinds of support may help.
emotional experiences often begin in the body
Many emotional experiences are first felt physically. A child may notice butterflies in their tummy before recognising anxiety, clenched fists before recognising anger, or low energy before understanding emotional exhaustion.
Children often describe emotions through physical sensations such as:
“My tummy feels funny”
“My body feels fast”
“My chest feels tight”
“I feel wiggly”
“My brain feels busy”
These body experiences are real and important. They are not “attention seeking” or “bad behaviour.” They are signals from the nervous system that the body may need support, movement, comfort, rest, connection, or regulation.
building body awareness through visual support
Visual emotional regulation tools can help make body sensations feel more understandable and less frightening for children. By linking body clues to different emotional and regulation states, children gradually begin developing stronger interoceptive awareness — the ability to notice and understand internal body feelings.
The “My Body Feels” resource uses visual body clue cards linked to different regulation modes including Quiet Mode, Buzzing Mode, Storm Mode, and Ready Mode. This helps children begin identifying:
how their body feels
how emotions may affect the body
what support their nervous system may need
how body feelings can change throughout the day
Over time, this can help children build emotional confidence, communication skills, and greater awareness of their own regulation needs.
understanding body clues without shame
One of the most important parts of emotional regulation support is helping children understand that body clues are not “bad” or something to hide.
Feeling fast, overwhelmed, restless, tired, emotional, withdrawn, or overloaded does not mean a child is failing or behaving badly. These experiences are part of how the nervous system responds to stress, sensory input, emotions, tiredness, uncertainty, and the world around us.
The goal is not to stop children from having emotions or body responses. The goal is to help children notice those feelings earlier, understand them more safely, and gradually learn what support helps them feel more regulated over time.
There are no bad body modes. All bodies need support sometimes.
why children may struggle to notice body clues
Many children do not automatically recognise what their body is telling them. Some children notice body sensations very strongly, while others may struggle to identify them until emotions become very overwhelming.
Children with autism, ADHD, anxiety, sensory processing differences, trauma experiences, or additional learning needs may find body awareness especially difficult. Some children may move quickly between emotional states, while others may stay in overwhelmed or withdrawn states for longer periods without fully understanding why.
Adults may sometimes notice body clues before the child does. A child may become restless, withdrawn, emotional, fidgety, loud, quiet, or overloaded before they are able to explain what is happening internally.
Our bodies give us clues before we find the words.
signs a child may be experiencing different body states
Children experience emotions and regulation states differently throughout the day, and these changes are often reflected through physical body clues before emotions are spoken out loud. Some children may become restless, overwhelmed, withdrawn, emotional, or exhausted without fully understanding why their body feels different.
Recognising these body clues early can help adults respond with support, regulation strategies, and co-regulation before emotions become too overwhelming.
body clues can change throughout the day
Body states are not fixed. Children may move between different modes throughout the day depending on sensory experiences, emotional stress, tiredness, routines, transitions, social situations, or environmental demands.
Some body clues may appear in more than one regulation state, and children may move between those states quickly or gradually over time.
The goal is not to place children into rigid categories or expect them to stay calm all the time. The goal is to help children gradually recognise their body signals, understand what those signals may mean, and feel supported in exploring what helps them feel safer and more regulated.
signs of low energy or shutdown
Some children experience body states that feel heavy, tired, withdrawn, or emotionally flat. This does not always mean a child is refusing to engage or being uncooperative. Often, the nervous system may simply be overwhelmed, exhausted, emotionally drained, or needing comfort and regulation support.
A child experiencing a lower-energy or Quiet Mode state may:
appear tired or low in energy
struggle to focus or respond
become quiet or withdrawn
avoid communication
daydream frequently
seek blankets, comfort, or cosy spaces
complain of headaches or tiredness
find speaking difficult
Children may describe these experiences as:
“My body feels heavy”
“My eyes feel tired”
“I want a blanket”
“Talking feels hard”
“My brain feels far away”
signs of overwhelm and nervous system activation
When emotions become very intense, the body can move into a highly overwhelmed or overloaded state. Some children may appear explosive, emotional, panicked, loud, or physically dysregulated, while others may lose control of movement, communication, or emotional regulation entirely.
A child experiencing a Storm Mode state may:
shout or cry intensely
stomp feet or throw objects
clench fists
appear physically tense
move quickly or aggressively
experience meltdowns
struggle to calm down
appear emotionally overloaded
say everything feels “too much”
Children may describe these feelings as:
“My body feels too fast”
“My face feels hot”
“My feelings are too big”
“I feel powerful”
“Everything feels too much”
signs of restlessness and sensory overload
Some children experience body states that feel busy, wiggly, unsettled, or difficult to slow down. This may happen during anxiety, sensory overwhelm, excitement, stress, overstimulation, or emotional dysregulation.
A child experiencing a Buzzing Mode state may:
fidget constantly
struggle to sit still
appear restless or physically busy
experience racing thoughts
become distracted easily
feel jumpy or on edge
struggle to focus
seek movement or sensory input
appear anxious or overstimulated
Children may describe these feelings as:
“My tummy feels fluttery”
“My thoughts feel fast”
“My body feels wiggly”
“My chest feels tight”
“My brain feels busy”
signs of a calm and regulated body
When children feel emotionally regulated and comfortable, their body often feels calmer, steadier, and more balanced. In the “My Body Feels” resource, this is described as Ready Mode.
A child in a more regulated body state may:
breathe steadily
feel physically relaxed
appear calm and connected
focus more easily
engage in learning or play
feel emotionally safe
show more comfortable body language
appear settled and balanced
Children may describe this feeling as:
“My tummy feels comfy”
“My body feels calm”
“My brain feels happy”
“I feel safe”
“My whole body feels comfortable”
Body clues are not bad behaviour.
why visual body awareness tools help
Many children experience emotions physically before they are able to explain them verbally. A child may notice a tight chest, a fast body, heavy feelings, tummy flutters, or restless movement long before they understand that they are anxious, overwhelmed, tired, frustrated, or emotionally overloaded.
Visual body awareness tools help children begin recognising these experiences in a way that feels calm, understandable, and emotionally safe.
Rather than asking children to immediately explain complicated emotions using words, visual supports allow them to:
notice body sensations
identify body clues
connect feelings to physical experiences
communicate overwhelm more safely
explore support strategies visually
build emotional awareness gradually over time
helping children notice body sensations safely
For many children, body sensations can feel confusing, intense, or difficult to understand. Some children may become frightened by physical feelings such as a racing heart, shaky hands, fast thoughts, headaches, sweating, or feeling emotionally “too big.”
The “My Body Feels” resource helps children explore these body clues gently through visual language and body-mode categories. This can help children begin recognising that body sensations are not dangerous or “wrong,” but signals that the body may need support, regulation, movement, comfort, rest, connection, or safety.
Over time, children may begin noticing patterns such as:
feeling wiggly before overwhelm
feeling tired after emotional stress
feeling fast when worried
feeling calm and settled when regulated
helping children connect body clues and support needs
One of the key aims of the resource is helping children understand that body clues often point toward a body need.
For example:
a wiggly body may need movement
heavy feelings may need comfort or rest
fast thoughts may need quiet or reassurance
overwhelmed feelings may need sensory support or space
This shifts emotional regulation away from punishment or behaviour control and toward understanding what the nervous system may be communicating underneath the surface.
This supports interoceptive awareness; the ability to recognise internal body signals and sensations
reducing pressure during emotional overwhelm
During moments of emotional dysregulation, children often struggle to process large amounts of language or answer direct questions about how they feel. Questions such as:
“What’s wrong?”
“Why are you upset?”
“Calm down”
can sometimes increase pressure rather than reduce it.
Visual emotional regulation supports reduce this demand by allowing children to point to body clues, recognise familiar feelings visually, and communicate needs without needing perfect emotional language in the moment.
This can help children feel:
safer
more understood
less ashamed
less pressured during overwhelm
supporting emotional awareness through visuals
Children develop emotional awareness gradually. Many children first learn emotions through physical sensations before they fully understand emotional labels.
The visual body clue cards help children connect:
body sensations
emotions
nervous system responses
regulation needs
environmental stressors
This strengthens emotional literacy while also supporting interoception — the ability to recognise and understand internal body feelings.
For children with autism, ADHD, anxiety, sensory processing differences, trauma experiences, or additional learning needs, this type of visual support can be especially valuable.
building emotional confidence over time
Body awareness and emotional regulation are skills that develop gradually through repetition, co-regulation, emotional safety, and supportive relationships.
Children are not expected to recognise every body clue immediately or always know what support they need. Some children may need adults to help notice body clues first, while others may begin identifying patterns independently over time.
The goal is not perfection or constant calmness. The goal is helping children gradually feel:
safer in their body
more confident recognising feelings
more able to communicate needs
more supported during difficult moments
All bodies need support sometimes.
Children notice their bodies before they find the words.
who is “My Body Feels” for?
“My Body Feels” has been designed to support children who experience emotional overwhelm, sensory differences, anxiety, dysregulation, shutdown, restlessness, or difficulty understanding how emotions feel inside their body.
Many children struggle to recognise physical body clues connected to emotions. Some children may notice sensations very strongly without understanding them, while others may not recognise body signals until emotions become very overwhelming. This resource helps children begin developing body awareness gradually through calm, visual, and emotionally safe support.
The resource may be especially supportive for:
autistic children
children with ADHD
children experiencing anxiety
sensory processing differences
emotionally overwhelmed children
children who struggle to identify feelings
children who become dysregulated quickly
children who struggle to communicate emotional needs
children with additional learning needs or SEND profiles
“My Body Feels” is designed to support emotional regulation without shame, pressure, or punishment. The visual body clue approach helps children understand that physical sensations are not “bad behaviour,” but signals that the body may need support, movement, rest, reassurance, sensory input, connection, or regulation.
The resource can be used flexibly across different environments including:
homes and family routines
classrooms
calm corners
nurture provision
therapy sessions
ELSA interventions
emotional wellbeing support
SEND and ALN environments
one-to-one emotional regulation work
Some children may use the cards independently over time, while others may initially need co-regulation and guidance from trusted adults. There is no “right” body mode and no expectation for children to always feel calm or regulated.
The goal is to help children gradually recognise body clues, understand emotional patterns, communicate needs more safely, and build confidence in understanding what their body may need throughout the day.
“my body feels”
printable resource
“My Body Feels” is a child-friendly emotional regulation and body awareness resource designed to help children recognise the physical clues their body gives throughout the day.
Many children experience emotions physically before they are able to identify or explain them. This resource helps children begin noticing those body sensations in a simple, visual, and supportive way.
Children explore body clues connected to different regulation states including:
tight chest
wiggly body
feeling fast
hard to focus
heavy body
relaxed muscles
cold hands
tummy flutters
steady breathing
empty tummy feelings
The resource introduces four simple body modes:
Ready Mode
Quiet Mode
Buzzing Mode
Storm Mode
Children learn that bodies can move between different modes throughout the day, and that there are no “bad” body states.
This resource is designed to support:
emotional regulation
interoception
body awareness
sensory understanding
co-regulation
autism support
ADHD support
anxiety support
SEND and ALN interventions
emotional literacy
school and home support
The visual format helps make difficult concepts feel accessible and non-threatening for younger children and neurodivergent learners.
This resource works especially well alongside:
emotional regulation activities
sensory support tools
calm corner resources
Zones-style regulation work
autism and ADHD interventions
SEND classroom support
Included in this resource:
body clue visuals
body mode pages
emotional regulation prompts
matching activities
discussion prompts
information sheets for adults
printable cut-out cards
Perfect for:
parents
schools
teachers
ALN/SEND support
ELSA interventions
autism support
ADHD support
therapy settings
nurture rooms
emotional wellbeing work
Different bodies give different clues.
This resource helps children begin understanding what their body may be trying to say.
“My Body Feels” is a visual emotional regulation resource designed to help children notice, name, and understand the physical body clues connected to different emotional and regulation states.
Rather than asking children to explain emotions using words alone, this resource helps them explore how feelings may show up in the body. It supports children in recognising body sensations such as tummy flutters, tight chest, tired eyes, heavy body, clenched fists, fast thoughts, relaxed muscles, steady breathing, and whole-body comfort.
The resource includes:
Visual body clue cards
Visual cards showing different body sensations children may experience throughout the day. These help children recognise familiar body feelings and begin connecting them to emotional awareness.
Understanding Ready Mode body clues
Cards linked to calm and regulated body states, including relaxed muscles, steady breathing, comfy tummy, steady heart, happy brain, and whole-body comfort.
Understanding Quiet Mode body clues
Cards linked to low-energy or withdrawn body states, including heavy body, tired eyes, low energy, empty tummy, wanting blankets, hard to talk, and daydreaming.
Understanding Buzzing Mode body clues
Cards linked to restless, anxious, or overstimulated body states, including tummy flutters, tight chest, wiggly body, fidgeting, sweaty hands, jumpy feelings, hard to focus, dizziness, and fast thoughts.
Understanding Storm Mode body clues
Cards linked to overwhelmed or overloaded body states, including hot face, clenched fists, stomping feet, shouting, hard crying, throwing, meltdown feelings, and a body that feels fast or powerful.
Linking body clues to body needs
A visual support page helping children understand that body clues can point towards body needs, such as movement, stretch, comfort, grounding, rest, or readiness to learn.
Bodies Can Change Page
A visual explanation showing that bodies can move between different modes throughout the day, sometimes slowly and sometimes quickly. This helps children understand that body states are not fixed and there are no “bad” modes.
Flexible support across home and school
Guidance for adults explaining how to use the body clue cards during check-ins, calm moments, after difficult moments, at home, in classrooms, and in nurture or therapy sessions.
“My Body Feels” is designed for flexible use across home, school, calm corners, therapy spaces, SEND support, ALN provision, nurture groups, emotional wellbeing work, and one-to-one regulation support.
The aim is not to label behaviour or force children to find the “right” answer. The aim is to help children notice their body clues, understand what their body may be communicating, and gradually build emotional confidence, body awareness, and safe regulation skills over time.
Body clues are messages, not mistakes.
Supporting Body Awareness Takes Time
Body awareness and emotional regulation develop gradually over time. Many children need repeated experiences of calm support, emotional safety, visual communication, and co-regulation before they begin recognising what their body is trying to tell them independently.
Some children may notice body clues very strongly but struggle to explain them, while others may not recognise physical sensations until emotions become very overwhelming. Both experiences are valid. Building awareness of body feelings takes practice, patience, and support from trusted adults.
The “My Body Feels” resource is designed to help children explore these experiences gently and without shame. Rather than focusing on behaviour alone, the resource encourages children to understand that body clues often communicate important emotional and nervous system needs underneath the surface.
Over time, children may begin to:
notice body clues earlier
recognise emotional patterns
connect physical sensations to feelings
communicate needs more clearly
explore regulation strategies more confidently
feel safer and more understood during difficult moments
There is no perfect way for a body to feel.
Bodies can feel calm, busy, tired, overwhelmed, restless, emotional, fast, slow, or overloaded at different times throughout the day. Emotional regulation is not about removing those experiences — it is about helping children gradually understand them, feel supported through them, and build confidence in recognising what their body may need.
Every child deserves support that feels safe, calm, and understanding.
not what you’re looking for?
A gentle visual support resource designed to help children communicate their needs during moments of overwhelm, frustration, anxiety, sensory overload, or emotional dysregulation.
Children do not always have the words to explain when their thoughts, emotions, or surroundings begin to feel “too loud.” During these moments, communication can become difficult, and children may instead express distress through behaviour, withdrawal, frustration, shutdown, or emotional outbursts.
When Things Feel Too Loud was created to provide children with a calm, accessible, and emotionally safe way to show what they need; without pressure, shame, or overwhelming verbal demands.
Designed with emotional wellbeing, regulation, and neurodiversity-informed support in mind, this printable resource helps families create supportive moments of connection and understanding at home.
What’s Included
Visual Calm Support Board
A simple visual board designed to be displayed at home, such as on a fridge, wall, or calm corner area.
Children can use the board to:
communicate what they need
choose calming supports
identify helpful regulation strategies
reduce the pressure of verbal communication during difficult moments
The board has been intentionally designed using calm visuals, soft colours, and low-demand layouts to avoid sensory overload and encourage emotional safety.
Cut-Out Regulation & Support Cards
A collection of visual support cards that children can place onto the board to communicate their needs.
Cards include support options related to:
quiet and sensory breaks
movement and regulation
comfort and reassurance
communication needs
emotional overwhelm
space and connection
The cards can be:
cut out and laminated
attached using Velcro dots or magnets
stored for repeated use at home or in support settings
Parent & Caregiver Guidance Sheet
An easy-to-understand information page explaining:
why children experience overwhelm
how emotional regulation develops
how to use the resource supportively
links to emotional literacy and the Zones of Regulation® framework
practical co-regulation guidance for adults
The guidance focuses on understanding behaviour through a supportive and compassionate lens, helping adults respond with calm, connection, and predictability.
A child-friendly emotional regulation curriculum designed to help children understand their body, emotions, sensory needs, and regulation in a safe, visual, and supportive way.
The ThinkaLearn Regulation Series is a connected set of printable emotional regulation resources created to support children through a step-by-step journey of body awareness, emotional understanding, sensory support, and personalised regulation strategies.
Rather than focusing on behaviour management, the series helps children gradually build awareness of:
overwhelm
body clues
emotional states
sensory needs
regulation tools
supportive strategies
The curriculum follows a simple developmental pathway that helps children move from recognising difficult feelings toward building their own personalised regulation toolkit.
THE FIVE STAGES OF THE THINKALEARN REGULATION SERIES
STAGE 1 — WHEN THINGS FEEL TOO LOUD
Children begin recognising overwhelm, sensory overload, and emotional escalation while exploring calming and safety supports.
STAGE 2 — ENERGY TOOLKIT
Children explore different body and energy states including Ready Mode, Quiet Mode, Buzzing Mode, and Storm Mode.
STAGE 3 — MY BODY FEELS
Children begin recognising physiological body clues and physical sensations connected to regulation states.
STAGE 4 — EMOTIONAL REGULATION TOOLKIT
Children explore different categories of support including calm tools, sensory tools, movement tools, comfort tools, focus tools, and connection tools.
STAGE 5 — MY EMOTIONAL REGULATION TOOLBOX
Children build their own personalised regulation toolkit by identifying tools and strategies that support their individual needs.
DESIGNED FOR CHILDREN WHO MAY EXPERIENCE:
emotional overwhelm
sensory overload
anxiety
autism
ADHD
emotional dysregulation
shutdowns and meltdowns
difficulty recognising emotions
body awareness difficulties
sensory seeking or avoidance
executive functioning challenges
IDEAL FOR:
parents
schools
teachers
nurture rooms
ELSA interventions
therapy settings
autism support
ADHD support
SEND and ALN interventions
emotional wellbeing work
calm corners and regulation spaces
A NEUROAFFIRMING APPROACH
The ThinkaLearn Regulation Series is designed to feel supportive, non-shaming, and child-friendly.
Children are not taught that emotions or body states are “bad.” Instead, the curriculum helps children understand that:
bodies give clues
feelings can change
all children need support sometimes
different tools help different bodies
The visual and accessible format helps children explore emotional regulation in a calm, structured, and supportive way both at home and in educational settings.
The resources can be used individually or together as part of a complete emotional regulation curriculum.
Different bodies need different supports.
A calm, reusable toolkit designed to help children recognise their energy states, explore body signals, and choose supportive regulation tools in a safe and gentle way.
Created with a neuroaffirming approach, the ThinkaLearn Energy Toolkit helps children build emotional awareness through interactive check-ins, regulation supports, and child-led strategy choices — without shame, behaviour charts, or “good vs bad” emotions.
Designed for home, school, therapy spaces, calm corners, and emotional check-ins.
WHAT’S INCLUDED
Printable Energy Wheel
A reusable emotional check-in wheel helping children identify their current energy state.
Companion Support Cards
Four categories of support tools:
Rest & Reset
Move & Reset
My Sensory Toolkit
Connect & Feel Safe
Instruction & Guidance Sheets
Clear, neuroaffirming guidance for parents, teachers, therapists, and support staff.
Interactive Regulation System
Designed for:
laminating
velcro
dry-wipe use
calm corners
home routines
classroom support
Body Awareness & Emotional Recognition
Helps children begin developing:
interoception
emotional vocabulary
nervous system awareness
self-advocacy skills