Abstract
As part of the University of the Pacific's College Corps, our group decided to create a project to help improve student focus, emotional regulation, and well-being through structured movement. Inspired by observing the teacher aides at Colonial Heights taking short walks with students and the research on the benefits of movement-based learning, we developed the sensory hallway project at Colonial Heights to provide an inclusive and engaging space where students can regulate their energy levels and emotions while also enhancing their concentration.
A sensory hallway specifically refers to a designated pathway created by placing interactive panels and tactile surfaces with engaging elements along the walls, floors, and ceilings, featuring activities like hopping, skipping, jumping, and stretching, which give students a way to self-regulate before class.
This project will create a stimulating space where students can participate in movement exercises that allow them to take the time to self-regulate and improve their behavior during class. We hope this space supports students academically and fosters their social-emotional development.
Location
DeRosa University Center, University of the Pacific
Start Date
26-4-2025 1:00 PM
End Date
26-4-2025 3:00 PM
Pathway to Focus: Creating a Space for Regulation and Learning
DeRosa University Center, University of the Pacific
As part of the University of the Pacific's College Corps, our group decided to create a project to help improve student focus, emotional regulation, and well-being through structured movement. Inspired by observing the teacher aides at Colonial Heights taking short walks with students and the research on the benefits of movement-based learning, we developed the sensory hallway project at Colonial Heights to provide an inclusive and engaging space where students can regulate their energy levels and emotions while also enhancing their concentration.
A sensory hallway specifically refers to a designated pathway created by placing interactive panels and tactile surfaces with engaging elements along the walls, floors, and ceilings, featuring activities like hopping, skipping, jumping, and stretching, which give students a way to self-regulate before class.
This project will create a stimulating space where students can participate in movement exercises that allow them to take the time to self-regulate and improve their behavior during class. We hope this space supports students academically and fosters their social-emotional development.
