3.6 Using the window of tolerance in the school context
3.6 Using the window of tolerance in the school context
Thinking about introducing and implementing the ‘window of tolerance’ into a school context could be something to consider as a broader teaching group. Some questions to think about:
- Where and by whom would it be best introduced? E.g., in Homeroom or English or Math or to year level group gatherings?
- What are some ways it could be consistently supported across teaching contexts and classrooms?
- What are some ways it could be consistently supported and utilised by coordinators and principals? What are some ways students could be involved in its introduction and implementation?
Staying in the window of tolerance
Introduce the window of tolerance model to your students. Talk about examples of when someone might overshoot or undershoot the window paying attention to what that might feel like in the body and normalising that exceeding the window happens for us all at times.
- Represent the window of tolerance concept in a concrete way. For example, it might be drawn on the white board or each student might have an A4 laminated version of the window at their desks.
- Institute window ‘check ins’ throughout class time to gauge views about where the group is at in terms of the window.
- Acknowledge contextual events that may be influencing where everyone is at with regard to their window e.g., approaching exams or social function.
- Model reflecting upon where you are in relation to your window of tolerance. You don’t need to detail underlying reasons.
Managing escalation (Orange zone): working with young people who are frequently outside of their window of tolerance
As a first step in working with young people who frequently find themselves outside of their window of tolerance we should acknowledge the important role their protective response/s have played for them in the past. It is wonderful that when they really needed it their brain and body found a way to survive. We also need to help young people hold on to a sense of safety in their daily life as much as possible. It is only when they don’t sense safety that they will need their protective responses. With this in mind you might like to consider the following questions with the young person in a time of calmness:
- Where is the safest place for you at school?
- Where is the safest place for you in the world?
- Is there any way we can help you bring some of that place with you to school?
- Are there people at school that help you feel safe and okay? If so, who?
- Is there anyone you wish you could bring with you to school to help feel okay? (might be from family or a friend or might be a music or sport hero etc.) How might we help you bring something of this person with you to school?
The responses to these questions could contribute to a plan built with the young person to help them more readily hold on to a sense of safety in their every day. The more a young person feels safe at school the less likely it is they will exceed their windo