Designing Space for Learning and Self-Regulation at The Lang School

At The Lang School, we know that learning isn’t only about academics—it’s about creating the conditions where students feel calm, safe, and ready to engage. For twice-exceptional (2e) learners, who may experience heightened sensitivities, emotional intensity, or challenges with regulation, the physical and emotional environment matters just as much as the curriculum. That’s why Lang takes a unique approach to designing classroom spaces that support both learning and self-regulation.

The Purpose of Calm Spaces

A central feature of this approach is the Calm Space—a dedicated area where students can pause, regulate, and regain composure when they need it. Rooted in the Responsive Classroom model, the Calm Space is not a punishment or time-out, but rather a tool for building emotional awareness and self-management.

The message is simple but powerful: all feelings are valid, and every student deserves a supportive place to work through them.

Calm Spaces in Practice

Calm Spaces are thoughtfully designed at both the lower and upper school levels:

• Lower School: Each classroom includes a cozy, quiet area furnished with beanbags, calming visuals, noise-canceling headphones, and sensory tools like stress balls. Younger students learn how to use these spaces through modeling, practice, and classroom discussions, so they see them as safe and supportive.

• Upper School: Older students may choose between a more relaxed beanbag setup or a designated desk and chair for activities like journaling or mindful coloring. Reflection prompts, affirmations, and mindfulness exercises help students develop independent strategies for managing stress and emotions.

Across all grades, teachers reinforce that the Calm Space belongs to everyone and is to be used respectfully. It’s not about exclusion—it’s about empowerment.

Teaching Self-Regulation

The Calm Space works because it’s embedded in daily practice, not treated as an add-on. Teachers introduce it proactively at the start of the year, model how to use it, and revisit expectations often. Students learn techniques like deep breathing, five-senses grounding, or positive self-talk. Over time, these skills transfer beyond the Calm Space, helping students regulate in classrooms, hallways, and even at home.

By normalizing the use of calming tools and spaces, Lang sends an important message: needing support is part of being human. For 2e students, that message builds confidence and resilience.

A Culture of Belonging

Designing space for self-regulation is part of Lang’s larger commitment to creating environments where students feel seen, valued, and safe. From sensory-friendly classroom setups to movement breaks woven into the day, every design choice reflects our understanding of how 2e students learn best.

In this way, space itself becomes a teacher—one that helps students practice emotional awareness, build independence, and return to learning with focus and confidence.

Looking Ahead

At The Lang School, learning happens not only at desks and in group projects, but also in the moments when students take a breath, reset, and try again. By designing environments that nurture both the mind and the heart, Lang ensures that every student has the tools—and the space—they need to thrive.