Comfort zones

Create three concentric circles on the ground, big enough for all students to fit. You can also use chalk to draw them. Each circle will represent a zone. Explain the different zones to the students by having them first stand outside the circles. Then, invite them to enter and envision (in silence) how they feel as you explain each zone. After each explanation, have them step outside again. Do the final zone (panic zone) quickly, as it may be triggering for some students.

• Comfort Zone: This is where a person feels most at ease and relaxed. It typically includes activities that are familiar and routine, such as spending time with close friends or playing video games. In this zone, we can breathe easily, and our heart rate remains slow or normal.
• Challenge Zone: This is where learning and growth happen through new experiences. The person is alert – not entirely at ease or relaxed, but the challenge is manageable. Examples may include speaking in front of a class, practicing a new sport, or taking an exam. In this zone, we might have sweaty palms, breathe a little faster, and experience an elevated heart rate.
• Panic Zone: This is where a person is completely out of their comfort zone and unable to manage the situation or their emotions. Rational thinking becomes difficult, leading to emotional escalation or complete shutdown (immobilization). The person experiences distress, and it can become a traumatic experience. An example might be climbing in an outdoor area while having a strong fear of heights.

Then we ask them, starting all outside the circle to step into the zone they feel represents tyhem in different situations. We start with day to day activities: for example, eating ice cream (everyone will be in the smaller circle), going to the cinema, watching horror movies (slowly we will say things that some people enjoy and others don’t). Repeat 12 or 15 questions, having students step outside the circles before each one.

Then we will talk about outdoor situations like sleeping in a tent, being without my phone, using a compass, hiking, whatever we think of. If the group is mature enough, you can also have them say some situations. After some rounds, we will ask them to reflect on how different situations can be challenging or not to different people, and how we should support each other these days.