From The Corner to The Reset Space: A Shift in Understanding Behavior

I spent a good chunk of first grade sitting in the corner. Ms. Sullivan moved my desk and chair there and everything; clearly, I was there for the day. It was punishment for not sitting still, not being quiet, and even the occasional aggression on the playground. Many times I would walk into the classroom, and my desk would already be in the corner waiting for me.

For many of us who grew up in the 70s, the "corner" was all too familiar. It was where you went when you were "bad" – talking out of turn, fidgeting too much, or simply not conforming to the quiet, compliant ideal of the era. The corner was a place of isolation, a public declaration of your misbehavior, and a silent, solitary punishment. 

Fast forward to today, and you'll find a very different philosophy emerging in classrooms. The rise of "calm down corners" reflects a growing understanding of child development, self-regulation, and the unique needs of neurodivergent learners. While they might still involve a designated space, their purpose has shifted dramatically.

It bugs me, though, that there is still a reference to the “corner”.

Let's take a look at the similarities and differences between these two approaches, and then advocate for a new, more empowering name: the "Reset Space."

The Similarities: A Designated Spot

At their most basic level, both the 1970s corner and today's calm down corner share one key similarity: they are a designated physical location within the classroom. This serves a practical purpose, providing a clear boundary and a defined area for a child to go. For both, the intent, at least on the surface, was to remove the child from the immediate situation and allow for a change in behavior.

Truly the only similarity.

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I am thankful that I get to support families and educators in creating and implementing “Reset Spaces” that are supportive, nurturing, and honoring for kids. It’s wild to me that even in 2025, after being in the “corner” in 1974, it’s still a topic.  If you need help setting up and planning for a “Reset Space”, schedule a time to chat. We’ll get you started!

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The Differences: Let’s Unpack…

Here's where the two concepts diverge dramatically:

• Intent:

  • 1970s Corner: The primary intent was punishment. It was a consequence for breaking rules, designed to inflict discomfort and shame, with the hope that this negative experience would deter future "bad" behavior. It was about control and compliance.

  • Today's Calm Down Corner: The primary intent is to facilitate self-regulation and emotional processing. It's about providing a safe, supportive space for a child to regain control of their emotions, de-escalate, and return to learning. It should be about teaching coping skills and fostering emotional intelligence. But, adults must definitely be trained in how to use this in a supportive, not punitive, way.

    
    

• Environment:

  • 1970s Corner: Typically stark, bare, often facing a wall, and very public. There was nothing to engage or soothe, only a visual reminder of your isolated status.

  • Today's Calm Down Corner: Often thoughtfully designed with sensory tools, comfortable seating (like beanbags or pillows), calming visuals, and resources for emotional regulation (e.g., fidgets, feelings charts, breathing exercise cards). It's meant to be an inviting space, not a punitive one.

    
    

• Autonomy and Choice:

  • 1970s Corner: Typically imposed by the teacher as a direct consequence. The child had no agency in the decision, as in “Go to the corner right now!”

  • Today's Calm Down Corner: Often used with varying degrees of student autonomy. Children might be taught to recognize when they need a break and choose to use the space themselves. Teachers might also guide them there, but with the understanding that it's for regulation, not just punishment.

    
    

• Focus on Neurodiversity:

  • 1970s Corner: Had no concept of neurodiversity. Behaviors that today might be understood as sensory overload, difficulty with executive functioning, or communication challenges were simply seen as disobedience.

  • Today's Calm Down Corner: Is particularly beneficial for neurodivergent children. It acknowledges that their nervous systems may process information differently, leading to heightened sensitivities or difficulties with emotional regulation in a busy classroom environment. It offers a structured way to address these needs proactively.

    
    

It makes me cringe to even think that an adult might use the phrase, “Go to the corner” to support a child who is dysregulated and overwhelmed. 

What if we shifted away from the word “corner”?

The "Reset Space": Reframing for Support

Given the lingering negative connotations of "the corner," and even the subtle punitive feel that "calm down" or "cool down" can sometimes carry, I propose we adopt a new term: the Reset Space.

Why "Reset Space"?

• Removes Punitive Connotation: The word "reset" implies a fresh start, a re-calibration, rather than a punishment or a deficit. It's about getting back to a baseline.

• Focuses on Function: It clearly communicates the purpose: to allow a child to reset their emotional and sensory state so they can re-engage with learning and social interactions positively.

• Gives the Child Agency: A "reset" is something you do, a choice you make, rather than something that is done to you. It promotes self-advocacy, too.

• Inclusive Language: It's neutral and positive, embracing the needs of all students, neurotypical and neurodivergent alike, who might need a moment to regroup. Let’s be real, EVERYONE at one time or another has needed a reset…

• Encourages Proactive Use: When framed as a "Reset Space," children are more likely to view it as a tool for their well-being, using it before they reach a crisis point.

At the core of this idea of shifting from the “corner” to “Reset Space” is realizing that behavior is communication. A child who is struggling is often not "being bad," but rather having a hard time. 

By moving from the punitive "corner" to a supportive "Reset Space," we can meaningfully support kids in their self-regulation and move away from the 1970s shame and blame culture.

P.S. For the duration of my first grade year, neither one of my parents knew that I spent a lot of time in the corner!  It wasn’t until I mentioned something when I was in high school about how “mean” my first grade teacher was, that they found out! Let it be known, too, that first grade was my only year in the “corner”...

P.P.S. I am thankful that I get to support families and educators in creating and implementing “Reset Spaces” that are supportive, nurturing, and honoring for kids. It’s wild to me that even in 2025, after being in the “corner” in 1974, it’s still a topic.  If you need help setting up and planning for a “Reset Space”, schedule a time to chat. We’ll get you started!

Help me create a reset space!