Last Updated6 May 2025

Managing Stress explores how stress and anxiety present physically and cognitively. Learning new things often makes people nervous. Understanding how students move through their window of tolerance will help develop an instructor’s ability to connect with their students and keep them safe.

Window of Tolerance

Understanding the Window of Tolerance

The Window of Tolerance is a concept developed by Dan Siegel (1999) that describes the range of emotional intensity a person can experience while still feeling regulated, engaged, and able to learn.

When inside this window, a person can process information, communicate, learn, and engage in activities effectively.

Moving outside the window triggers survival mechanisms, making it difficult to focus, process emotions, or think clearly.

Each person’s window of tolerance varies in size—some individuals can handle high emotional intensity, while others may become overwhelmed more quickly.

Three States of Regulation

Optimal Zone (Window of Tolerance)

Balanced emotional state – Able to process thoughts and feelings.

Engaged and focused – Open to learning, communicating, and problem-solving.

Playful and receptive – Able to enjoy activities, games, and social interactions.

When students are inside this zone, they are calm and ready to learn.

Hyperarousal (Fight/Flight)

When students move above their window of tolerance, they experience heightened stress and agitation.

Signs of Hyperarousal:

Anxiety, fear, or frustration.

Rapid breathing or increased heart rate.

Difficulty concentrating, irrational thoughts.

Restlessness or excessive movement.

Reactivity—quick to anger, snapping at others.

Similar to the fight-or-flight response—the body is primed for action and may struggle to take in new information.

Hypoarousal (Freeze)

When students drop below their window of tolerance, they experience numbness or disconnection.

Signs of Hypoarousal:

Lack of energy or motivation.

Feeling distant or detached.

Slowed thinking, difficulty processing.

Emotional numbness, low affect.

Avoidance or withdrawal.

Similar to the freeze response—the body shuts down to cope with overwhelming stress.

The Learning Edge

Students need to be inside their window of tolerance to effectively absorb new skills.

Pushing students slightly towards the top of their window (mild challenge) can enhance learning.

Pushing too far can result in hyperarousal (stress/anxiety) or hypoarousal (shut down/lack of engagement).

Instructor Tip: The learning edge is the fine line between engagement and overwhelm—recognising this is key to effective instruction.

Helping Students Stay in Their Window of Tolerance

To keep students regulated and ready to learn, activities should be:

Repetitive – Using predictable patterns.

Rhythmical – Engaging in movement or activities with a steady beat.

Reciprocal – Creating a shared experience between instructor and student.

Relational – Establishing a safe and trusting student-instructor relationship.

Relevant – Matching challenges to a student's developmental level, not just their age

Rewarding – Making the activity enjoyable and engaging.

Respectful – Valuing the student’s individual experience and emotions.

Instructor Tip: Pay attention to body language, energy levels, and emotional cues—these can indicate whether a student is inside or outside their window of tolerance.

Final Thoughts

The Window of Tolerance defines the emotional and cognitive space where learning happens.

Students outside their window may struggle with engagement, focus, and retention.

Instructors should recognise and respond to hyperarousal and hypoarousal to maintain an optimal learning environment.

Instructor Tip: When students leave their window of tolerance, prioritise regulation before instruction—use movement, breathing, reassurance, and relational support to bring them back to a learning-ready state.