Best for
Lesson 8 follow-up, mentoring, support-plan conferences, or any class where students need a clear sequence for what to do when stress starts rising.
Health / Hauora ā¢ Years 7-10 ā¢ Action plan after strategy practice
Taha Hinengaro Regulation Plan
Use this plan after students have explored warning signs and coping strategies. It helps them choose the supports, people, and steps that fit each stress zone so regulation becomes a real workflow rather than a hopeful idea.
Free planning scaffold, premium value when continuity matters
This plan is ready to print and teach with immediately. The premium workflow becomes useful when you want a school-specific re-entry plan, a mentor-friendly booklet, or a differentiated version for junior, senior, or high-support learners.
- Generate simplified or more detailed versions of the plan.
- Localise it to your actual school adults, spaces, and support process.
- Save a version to My Kete for repeated mentoring and follow-up.
Kaiako planning snapshot
- Use length: 25-40 minutes after strategy practice or a mentoring conversation.
- Grouping: Individual planning with teacher check-ins or paired support if appropriate.
- Prep: Have the thermometer, coping menu, and school support pathway available so students are not planning in a vacuum.
- Teaching move: Aim for a short plan students can actually follow, not the āperfectā regulation toolkit.
Resources already provided
- Zone-by-zone warning sign prompts
- Quick-reset planning table
- Deeper support map across the whare
- People and places support section
- Review and follow-up prompts
- Curriculum companion for planning and reporting
The broken legacy version is gone. This page now gives a complete, teacher-ready regulation workflow instead of malformed markup and half-finished tables.
NgÄ WhÄinga Akoranga / Learning Intentions
- We are learning to build a practical regulation sequence for different stress zones.
- We are learning to connect strategies to the whole whare, not just one quick fix.
- We are learning to include trusted support people and places in the plan.
Paearu Angitu / Success Criteria
- I can identify warning signs that tell me or the scenario I need to regulate.
- I can match quick resets and deeper supports to different zones.
- I can explain who I would tell or where I would go if the strategies are not enough.
Curriculum integration / Te Marautanga alignment
The curriculum companion makes the self-management, wellbeing-planning, and help-seeking links explicit so this handout can support real classroom and mentoring workflows rather than sitting outside the curriculum.
Regulation works best when the plan is reachable
The best plan is not the one with the most strategies. It is the one students can remember, access, and use under actual pressure. That means choosing the first step, the next step, and the support people before the tough moment happens.
Students can complete this page for themselves, for a fictional tauira, or through teacher conferencing if privacy is a concern.
1. What tells me I need to regulate?
Green / Mauri tau
What shows I am settled and coping well?
Yellow / Early cues
What tells me pressure is building?
Orange / Escalating
What signs show I need stronger support?
Red / Urgent support
What signs show this is no longer a solo task?
2. My quick resets
| Quick strategy | Best zone for using it | What it helps with | What reminds me to do it |
|---|---|---|---|
| Koru breath, box breath, or steady exhale | |||
| Grounding or sensory reset | |||
| Movement, water, or stepping outside briefly | |||
| My own quick strategy |
3. My deeper supports across the whare
| Wall | Longer support or activity | Who or what helps me access it |
|---|---|---|
| Taha Tinana | ||
| Taha Hinengaro | ||
| Taha WhÄnau | ||
| Taha Wairua |
4. My people and places
Trusted person at home or in whÄnau
Trusted adult or team at school
Place I can go or routine that steadies me
How I remind myself to use the plan
5. My plan by zone
| Zone | First step | Second step | Who I tell or where I go |
|---|---|---|---|
| Green / Mauri tau | |||
| Yellow / Early cues | |||
| Orange / Escalating | |||
| Red / Urgent support |
6. Review the plan
Finish these reflection stems
- The strategy I most want to practise before I really need it is:
- The person who most needs to know my plan is:
- The part of the plan I still need to make clearer is:
If this plan points to something bigger than classroom practice
Move to real support
This plan is a scaffold, not a substitute for support. If the signs or scenarios on this page point to serious risk or distress, the next step is to use the actual adults and processes your school has already named.
A regulation plan works best when trusted people know it exists.
NgÄ WhÄinga Akoranga Ā· Learning Intentions
- Identify personal triggers and early warning signs of emotional dysregulation
- Select and practise at least three regulation strategies across different intensity levels
- Build a personalised regulation toolkit that includes cultural and community resources
- Understand the connection between regulation and the four pou of Te Whare Tapa WhÄ
Paearu Angitu Ā· Success Criteria
- My plan identifies my personal early warning signs with specific, observable detail
- I have chosen strategies at different intensity levels ā mild, moderate, and high distress
- At least one of my strategies draws on tikanga MÄori or my cultural background
- I have shared my plan with at least one trusted person so they can support me
Hononga Marautanga Ā· Curriculum Alignment
Health and Physical Education ā Hauora
Level 3ā4: Identify and describe the relationship between feelings, thoughts, and actions; develop strategies to maintain and enhance hauora across the four pou of Te Whare Tapa WhÄ; recognise the impact of connections and relationships on wellbeing.
Social Sciences ā Tikanga Ä-Iwi
Level 3ā4: Understand how cultural practices and values shape identity and wellbeing; recognise the role of community and whÄnau in supporting individuals; explore how Indigenous frameworks offer ways of understanding health that are distinct from Western biomedical models.
Aronga MÄtauranga MÄori
The ability to regulate emotions ā to come back to stillness after disturbance ā is something MÄori practitioners have understood through the concept of mauri (life force). When mauri is disrupted, wellbeing suffers; when mauri is restored, the person can act with clarity and purpose. Practices like karakia, waiata, and kapa haka are not simply cultural performances ā they are mauri-restoration tools. A regulation plan that only draws on Western techniques misses the depth of resources available to Äkonga whose tÄ«puna understood emotional regulation long before Western psychology named it.
NgÄ Rauemi Tautoko Ā· Support Materials
- Unit 8 Grounding Cards (unit-8-grounding-cards.html) ā immediate regulation tools to embed in the plan
- Unit 8 Koru Breath Card (unit-8-koru-breath-card.html) ā breathing strategy for acute distress
- Unit 8 Hauora Action Plan (hauora-action-plan-template-unit8.html) ā connect regulation to a broader wellbeing plan
- Unit 8 Help-Seeking Plan (unit-8-help-seeking-plan.html) ā when regulation is not enough, who do you go to
Tuhia Åu whakaaro Ā· Write Your Thoughts
What does it feel like in your body when you are starting to feel overwhelmed? What is the first thing you do that helps?
š Teacher Planning Snapshot
NgÄ WhÄinga Ako ā Learning Intentions
Students will engage with this hauora resource to build holistic wellbeing knowledge, connecting te ao MÄori perspectives on hauora with personal, social, and environmental dimensions of health.
NgÄ Paearu AngitÅ« ā Success Criteria
- ā Students can explain key hauora concepts using their own words and personal examples.
- ā Students can connect te ao MÄori frameworks (e.g. Te Whare Tapa WhÄ) to real wellbeing contexts.
Differentiation & Inclusion
Scaffold support: Provide sentence starters, graphic organisers, and entry-level tasks to scaffold access. Offer extension challenges for capable learners to address a range of readiness levels.
ELL / ESOL: Pre-teach key vocabulary (hauora, wairua, tinana, hinengaro, whÄnau). Allow students to draw or respond in their home language as a first step.
Inclusion: Hauora topics can be sensitive ā create a safe learning environment. Neurodiverse learners benefit from choice in how they demonstrate wellbeing understanding. Use accessible, non-threatening language.