Background & Overview
For students that are continually distracted or struggle with a learning disability, especially sensory processing disorders such as ADHD, Dyslexia, or other learning impairments like anxiety and stress, sitting in class for an entire day can be nearly impossible. Focus tools like fidgets can help students regulate their bodies, remain calm and focused, and help them participate in class in more appropriate ways.
Tactile learning, sensory integration and movement helps the right and left sides of the brain work together (Integrated Learning Strategies, 2016) and connects both the creative side with the logical side, providing much needed balance to a student’s academic development. By providing North Tahoe High School students with Brain Break Boxes in their general education classrooms, students with and without learning disabilities can access these tools to help them self regulate in all their class periods, while maintaining focus on the material being discussed.
This grant seeks funding to purchase 24 sets of materials for Brain Break Boxes for all general education and special education classrooms at North Tahoe High School. These boxes will allow students to continue to access the district curriculum and keep up with important concepts, while maintaining focus and control over their bodies and behaviors. Having access to these tools will allow teachers to focus more on instruction and ensuring student comprehension of the subject matter and will provide different behavior management strategies for teachers to implement with students who are struggling to remain engaged in their learning.
The Brain Break Boxes will allow students at North Tahoe High School to develop self-awareness and emotional regulation strategies, which will benefit not only their academic lives, but their lives outside of school as well. Students who are allowed access to these kinds of materials and self-regulation practices are more likely to stay in class and retain the information presented, instead of excusing themselves and missing critical components of classroom lectures / lessons.