Structured Breaks

What are Structured Breaks?:

Structured breaks are planned opportunities for students to temporarily step away from academic or social demands in a calm, predictable way. Unlike unstructured or punitive time-outs, structured breaks are proactive supports that help students self-regulate, reset, and return to learning with improved focus and behavior. At PaTTAN, we promote structured breaks as part of a positive behavior support system. When implemented with intention and consistency, structured breaks can help students develop self-awareness, emotional regulation, and resilience—all key components of school success.

Why is it important?

Support Regulation and Focus: Breaks provide time for students to calm their nervous systems, especially when they feel overwhelmed, frustrated, or overstimulated.
Prevent Escalation: When used early, structured breaks can reduce the likelihood of behavioral outbursts or meltdowns.
Promote Independence: With the right routines, students learn to request and use breaks appropriately, fostering self-monitoring and coping skills.
Ehance Classroom Climate: Structured breaks help maintain a positive, predictable learning environment by reducing disruptive behaviors.
Fit Within Tiered Systems: They are a versatile support that works well across Tier I (universal) and Tier II (targeted) interventions.

Critical Features:

Clearly Defined Purpose: Breaks are designed for regulation and re-entry—not avoidance of academic tasks or social interactions.
Designated Space: A consistent location (in or near the classroom) that is quiet, non-punitive, and free of distractions.
Time-Limited: Breaks have a clear start and end, typically 3–5 minutes, with gradual return to activity.
Routine and Visuals: A visual schedule or cue (e.g., break card, timer, checklist) supports predictability and student independence.
Student Choice and Control: Allows the student to request a break, which builds agency and self-advocacy.
Skill-Building Tools: The break space includes calming strategies such as breathing prompts, fidgets, or mindfulness visuals.
Re-Entry Plan: Supports students in successfully transitioning back to the task or environment.

Implementation Tips:

Teach It Before You Need It: Introduce structured breaks proactively—model, role-play, and practice the routine with the whole class.
Embed in Tier I Expectations: Make structured breaks available to all students, especially during transitions, testing, or high-demand tasks.
Use Data to Individualize: For Tier II use, track when and why students need breaks, and adjust the timing, location, or tools to meet their needs.
Avoid Power Struggles: Honor break requests when possible, and reinforce appropriate use rather than withholding breaks as a consequence.
Train All Staff: Ensure that all educators (including paraprofessionals and specials teachers) are familiar with the break routine.
Collaborate with Students: Co-design break menus, visuals, and calming strategies to increase buy-in and effectiveness.
Monitor and Reflect: Periodically assess whether breaks are helping students return to learning and reduce escalation patterns.

Citations:

Helpful Links:

Professional development and conference presentations on evidence-based practices in learning environment and engagement.

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PaTTAN resources for implementing evidence-based practices in learning enviornment and engagement.

Tools to support implementation of evidence-based practices in learning enviornment and engagement.

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Videos, podcasts, and recorded sessions that bring key learning enviornment and engagement topics to life.

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