One-to-one LDT intervention sessions often begin with a ‘check in’ activity; e.g. the student drawing their facial expression or an emoji, body map, completing a Y-chart, or drawing an animal that reflects how they feel. This facilitates a discussion with the student about what they have drawn and often connects to the Zones of Regulation or their Character Strengths. If appropriate some tools (movement, breathing, etc.) may be used to support self-regulation and preparation for learning. I’ve also found a couple of additional benefits – the discussions have enabled me to get to know students much better (their home and extra-curricular routines, etc.), and to also identify patterns/track their emotions and feelings over time. If necessary this has prompted the need for some follow up discussions with parents in recent LDT meetings.

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