Students build self-management by planning how they will respond across different stress zones.
How this handout aligns
The regulation plan asks students to choose the first step, second step, and support action for each zone. That is a direct scaffold for managing-self development.
Strong when kaiako need students to turn strategy ideas into an actual response sequence.
Students understand wellbeing support as connected across the whole whare and not only inside the mind.
How this handout aligns
The deeper-support table keeps planning connected to tinana, hinengaro, whΔnau, and wairua. That gives the resource stronger hauora integrity in Aotearoa classrooms.
Most useful where teachers want regulation planning to stay culturally and relationally grounded.
Students include trusted people, places, and help-seeking steps in their wellbeing plan.
How this handout aligns
The support-mapping elements make the plan more than a private promise. That aligns with wellbeing learning that involves relationships, community, and help-seeking.
Useful when the teaching goal is to normalise support as part of healthy regulation.
Students use reflective review to evaluate which parts of a plan still need strengthening.
How this handout aligns
The review section asks students to identify what is clear, what still needs work, and which support step matters most. That improves follow-through and teacher conferencing value.
Helpful where kaiako want planning pages that support follow-up rather than one-off completion.