The Impact of Alternative Calming Spaces on Students with Mental Health Needs in a School-Based Setting: A Collective Case Study
DOI:
https://doi.org/10.57125/FED.2026.09.12Keywords:
alternative calming space, therapy room, self-regulation, mental health, school-based intervention, emotional regulation, collective case study, special education, trauma-informed practice.Abstract
Students with identified mental health needs frequently experience challenges in emotional regulation that affect academic engagement, behaviour, and overall school functioning. This collective case study examined the impact of a structured alternative calming space (the therapy room) within a school-based Mental Health Program. Nine secondary students participated across two six-week grading periods, fall 2025 (pre-intervention baseline) and spring 2026 (post-intervention). Data were collected using behavioural incident logs, off-task behaviour tracking, staff observation rubrics, therapy room frequency records, and academic and attendance records. Findings revealed a notable reduction in behavioural incidents (3.11 to 1.75) and off-task behaviour (3.11 to 1.88), alongside notable improvements in emotional awareness, independent regulation (1.67 to 3.25), attendance, and academic performance. Students consistently used the therapy room to de-escalate and returned to the classroom ready to engage in learning, suggesting the space functioned as a productive bridge between dysregulation and academic participation. Contextual data from student self-reports indicated that in prior years, the same room, used without clear structure, resulted in unproductive use and extended loss of instructional time. Results suggest that an alternative calming space, when supported by clear rules, expectations, and a structured re-entry protocol, can serve as an effective, low-cost intervention for students with mental health needs. This article discusses implications for school counsellors, special educators, and administrators implementing similar spaces.
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