Case Study: Supporting Emotional Regulation and Learning Readiness in a Year 4 Student Using Stix Mindfulness

The following article is a case study written by a teacher from a School and Charity that Stix Mindfulness has been working with for over 2 years.

 

CENMAC is a charity that loans assistive technology to schools and families in South East London, helping to increase accessibility for those most in need. 

We're delighted to share this amazing case study about Ollie, who was school avoidant because of his high levels of Anxiety, until he found Stix Mindfulness to help alleviate his anxiety.

 

Guest Writer: Carly Adkinson – CENMAC Advisory Teacher 

What is Stix Mindfulness?

Stix Mindfulness is a hands-on wellbeing tool created especially for children in primary school. It’s made up of two handheld remotes that use lights, gentle vibrations, and spoken instructions to guide children through short calming activities. These include:

• Deep breathing routines

 

• Gentle movements to release tension

 

• Balance games that encourage focus

 

• Mindful body scans and visual imagery

 

• Each activity is designed to be simple, engaging, and screen-free - making it easy for pupils to use independently at school or home.

 

How Stix Supports Students

 

Stix is especially helpful for children who find it hard to manage emotions, cope with sensory overload, or stay focused during the school day. Here are some of the key ways it can make a difference:

 

• Supports self-regulation, students learn how to notice their feelings and use calming strategies before they escalate.

 

• Improves focus, a short break with Stix helps children reset and return to learning with a clearer mind.

 

• Encourages independence, pupils can access Stix without needing adult help, boosting confidence and autonomy.

 

• Smooths transitions, particularly helpful at busy times like coming into class, switching activities, or after playtime.

 

• Inclusive by design, ideal as part of a wider sensory toolkit for neurodivergent learners, including those with ADHD, autism, or anxiety.

 

Background:

Ollie, a Year 4 student, was previously accessing 50% of his learning within a school-based provision due to significant anxiety and difficulties with emotional regulation. These challenges affected his confidence, engagement with learning, and ability to remain in the mainstream classroom for extended periods.

 

Intervention:

To support Ollie in managing his anxiety and improving emotional readiness, he was introduced to Stix, a mindfulness tool designed to build self-regulation through simple, child-friendly breathing and focus exercises. Sessions with the device were embedded into his daily school routine, particularly at transition points and before challenging tasks.

 

Recognising the importance of consistency, Ollie was also supported to take the Stix home and his parent received training alongside him so she could support him using them. He began incorporating it into his personal routine - using it each morning to prepare for the day and each night to unwind before bed.

 

Outcomes:

Over the course of the term, Ollie began to demonstrate a marked improvement in his ability to identify when he was becoming disregulated and take proactive steps to calm himself using the techniques he had practised with Stix. His confidence grew steadily, and staff noted he was more willing to take part in learning activities and social interactions.

 

Most significantly, Ollie transitioned to full-time attendance in his mainstream classroom, with no need for time in the provision space. This shift has had a positive impact not only on his academic engagement but also on his sense of inclusion and self-esteem.

 

He now uses them regularly and independently with parents reporting that he will often say “I think I need my Stix” when starting to feel overwhelmed or disregulated.

 

Conclusion:

Ollie’s experience illustrates how consistent, accessible mindfulness strategies can empower students to self-regulate and re-engage with learning. The combination of structured in-school use and a simple home practice gave him the tools - and the confidence - to feel more in control, ready to learn, and fully present in his classroom environment.

What does Ollie think?

 

“When I get into class in the morning, the first thing I do is take a moment with my Stix mindfulness tools. I can use them before school starts or anytime I need a reset. They help me feel calm, focused, and ready for learning - especially if the night before was tricky. After using Stix, I go straight to my laptop, which also helps settle me into the day. Just sitting down, taking a few breaths, and focusing on my Stix gives me a good start and helps my mind feel clear.”