Why Quiet Corners Need Visual Rules: Free Printable for Your Classroom
Make Your Calming Space Work - Not Just Exist
A Quiet Corner can be a powerful self-regulation tool - but only if students know how to use it.
Without structure, these calming spaces can quickly become chaotic or underused. For neurodivergent learners, especially those with autism or sensory processing challenges, visual cues provide the clarity they need to engage safely and independently.
The Power of Visual Rules
Visual structure helps students feel secure and in control. Clear, step-by-step expectations reduce anxiety, promote routine, and help staff manage the space consistently.
That’s why we’ve created a free Quiet Corner Rules poster - designed with both students and educators in mind.
What’s in the Free Printable?
This A4 printable includes:
4 calming rules:
Breathe Slow
Sit Calmly
Use a Fidget
Ask for Help
Friendly icons and minimal layout
Clean font (Quicksand-style, dyslexia-friendly)
Neutral tones that suit any classroom setting
You can laminate it, stick it up in your Quiet Corner, or send it home with students who need visual regulation strategies at home.
How to Use It in the Classroom
We recommend:
Introducing each rule in a calm moment (circle time or individual work)
Practicing with roleplay or visuals
Displaying the poster at eye level near your calming space
Referring to the rules consistently before and after use
This helps build muscle memory and emotional safety for children who rely on sensory supports.
Download the Free Poster
This printable is available now on our Patreon page - free to download, no strings attached.
Whether you're a class teacher, SNA, or therapist, this small tool can make a big difference in how children engage with calming spaces.
Want a Custom Sensory Room for Your School?
We work with schools across Ireland to design calming rooms, OT spaces, and fully grant-eligible sensory installations.
👉 Book your free consultation with Sensory Sphere or explore our €7,000 sensory room grant support service.
