The following principles should remain consistent whenever the Feel It Framework is used.

Every feeling is welcome

 

Feelings are not good, bad, naughty or wrong. They give us information about what is happening inside us and around us.

 

Welcoming a feeling does not mean that every behaviour is acceptable. Adults can accept the emotion while maintaining safe and appropriate boundaries.

 

“You are allowed to feel angry. I won’t let you hurt someone. I’m here to help.”

Connection before correction

 

Children are more able to listen, reflect and learn when they feel safe and connected.

 

During a heightened emotional moment, begin with presence, safety and simple language. Teaching, problem-solving and reflection can follow when the child is ready.

Calm is a tool - not a demand

 

Calming strategies should not be used to silence feelings or make children easier to manage.

 

A calm tool can help a child feel steady enough to understand what is happening, communicate a need or make a safe choice. Some children may need movement, space, connection or sensory support rather than stillness.

Notice before interpreting

 

Adults should remain curious about what a child’s behaviour may be communicating.

 

Instead of assuming that a child is being difficult, attention-seeking or defiant, begin by noticing what happened and what support may be needed.

No labels and no judgement

 

The colours and characters should never become:

• Behaviour categories
• A reward system
• A public display of children’s emotional states
• Labels applied to individual children
• A way of comparing children

 

A child is not “in the Red Layer.” They may be noticing strong Body Alert signals and need support from Marcus’s tools.

Adults model the framework too

 

Children learn from the way adults respond to emotions.

 

An adult might say:

“My shoulders feel tight, so I’m going to take a slow breath before we continue.”

 

This shows children that emotions and regulation are normal human experiences - not skills that only children need to practise.