Creating Calm Classrooms to Support Student Success
University of Memphis project equips rural West Tennessee educators with trauma-informed strategies and classroom calming corners to strengthen emotional well-being and learning.
The University of Memphis is helping educators create more supportive learning environments through a new project that promotes emotional regulation, student well-being, and academic success. Led by Dr. Michelle Welch Brasfield, Associate Professor in the Department of Counseling Educational Psychology and Research within the College of Education, the initiative has received a grant from the Tennessee Department of Mental Health and Substance Abuse Services.
The project will provide trauma-informed professional development for educators while establishing 32 classroom calming corners in a rural West Tennessee school district. These dedicated spaces offer students a safe, structured environment to practice self-calming techniques when they begin to feel overwhelmed, anxious, or emotionally dysregulated—helping them regain focus and return to learning more quickly.
Emotional regulation is a critical life skill that supports both academic achievement and long-term well-being. When students experience heightened emotions, they may disengage from learning or exhibit behavioral challenges that disrupt the classroom environment. Traditionally, students may be removed from class and placed in a reset room until they are ready to return. While this approach can reduce disciplinary incidents, it also limits valuable instructional time.
Classroom calming corners provide an effective, low-cost alternative by allowing students to remain in the classroom while developing healthy coping strategies. Teachers introduce students to the purpose of the calming corner and provide guidance on when and how to use it. Students typically spend five to ten minutes using age-appropriate calming tools and techniques before returning to classroom activities, minimizing disruptions while reinforcing emotional self-management skills.
By combining trauma-informed educator training with practical classroom resources, the project aims to foster more inclusive learning environments where students can build resilience, strengthen emotional regulation, and remain engaged in their education. The initiative reflects the University of Memphis' commitment to developing research-informed solutions that improve educational outcomes and enhance the well-being of children and families across Tennessee.
For more information, contact Brasfield at rmwelch@memphis.edu.