Breaks and Reinforcement in the Classroom

Sharing is caring!

I use so many strategies and routines in my classroom. Some are so naturally embedded in my instruction that I don’t even think about them. One thing I always make sure to prioritize is breaks and reinforcement, especially when working with students with intellectual disabilities. These two strategies are incredibly valuable. I’ve noticed that they often get mixed up. While they might seem similar, they serve very different purposes. So, let’s dive into what breaks and reinforcement really are, why they both belong in your classroom, and how to use them effectively to support student success!

What Are Breaks in the Classroom?

Let’s be honest. We all need a chance to step away sometimes! Just like we might take a moment to refocus during a hectic day, our students benefit from the same opportunity to reset and re-engage with a clearer mindset.

Breaks give our students a chance to step away, take a mental break, and in some cases regain control of their emotions before frustration escalates. They’re especially helpful for our students who need structured ways to manage stress, anxiety, or sensory overload.

In my classroom, I teach students how to use break cards, which serve as a simple but effective tool for self-regulation. With practice, our students learn to recognize when they need a break and advocate for themselves before emotions boil over. Teaching this skill takes time, but the payoff is huge!

Breaks aren’t about avoidance. They’re about regulation. A well-timed break gives our students space to collect themselves and shift their focus. They can also engage in a calming activity so they can return to learning without escalating the situation.

Depending on the student’s needs, this might look like deep breathing, a short walk, fidgeting with a sensory tool, or talking things out with a trusted adult.

Breaks are a valuable tool that you should use in your classroom to help students.

What Does Reinforcement Look Like Inside the Classroom?

Reinforcement is all about strengthening behaviors. We use them to encourage our students to repeat actions that lead to positive outcomes. When something good happens as a result of a behavior, we’re more likely to do it again in the future. The same applies in the classroom, where reinforcement helps shape and encourage positive student behavior.

Real-Life Examples of Reinforcement

• I wake up with a headache, so I take some medicine. A little while later, I feel better. The next time I have a headache, I take medicine right away.
• My phone beeps with a message from a friend. I open it and see a funny video that makes me laugh. The next time that friend texts me, I tap their message without hesitation.

In both cases, my behavior (taking medicine or checking a message) was reinforced because it led to a desirable outcome. I experienced a benefit, so I’m more likely to do the same thing again in the future.

Positive and Negative Reinforcement

Many people assume “positive” means good and “negative” means bad. In behavioral terms, that’s not the case! Instead, think of positive reinforcement as adding something and negative reinforcement as removing something.

• The headache example is negative reinforcement because taking medicine removed my discomfort.
• The phone example is positive reinforcement because receiving a funny video added something enjoyable to my day.

Both types increase the chances of a behavior happening again. In the classroom, this means we can intentionally use reinforcement to encourage positive student behavior. Whether it’s verbal praise, extra recess, or reducing the number of math problems after strong effort, reinforcement helps our students make the connection between their actions and the positive outcomes that follow.

When we understand how reinforcement works, we can use it effectively to shape student behavior. We can build their confidence and create a more supportive learning environment. All of this can happen while helping our students make choices that lead to success.

How Are Breaks and Reinforcement Different From Each Other?

By now, you’ve seen how both breaks and reinforcement play an important role in the classroom. It’s easy to see why they get mixed up. I’ve worked with so many educators and support staff who assume that giving a student a break is the same as providing reinforcement. When we look at their actual definitions and purposes, we can see they serve very different functions.

A break is a chance for a student to step away, reset, and regulate their emotions before returning to learning. It’s not meant to increase or decrease a specific behavior. It’s simply a tool to help our students self-manage and refocus when needed. Breaks allow our students to calm down, reduce frustration, or prevent sensory overload so they can return to learning successfully.

Reinforcement is about strengthening behaviors by increasing the likelihood that they will happen again. Reinforcement isn’t just about rewards. It’s about shaping behavior by adding or removing something in response to an action. When we reinforce a behavior, we are actively teaching a student that their actions lead to a positive outcome, making it more likely they’ll repeat that behavior in the future.

If we confuse breaks and reinforcement, we might unintentionally reinforce behaviors we don’t want. For example, if a student is given a break every time they avoid work, the break could actually reinforce task avoidance, making it more likely to happen again. This is why the intentional use of breaks and reinforcement is key. Breaks should help our students self-regulate, while reinforcement should be used strategically to encourage positive behaviors.

When we use both correctly, we create a balanced classroom environment where our students learn self-regulation skills while also being encouraged to make positive choices. Understanding this difference helps us better support our students and set them up for success in both behavior and learning.

Examples of Breaks and Reinforcement in a Classroom Setting

To really see the difference between breaks and reinforcement, let’s look at two examples of how they play out in the classroom.

Break Example:

Jackson is working at a station with a paraprofessional when he is asked to put his name on his paper. Instead of complying, he whines and puts his head down on the table. The paraprofessional notices his frustration and offers him two controlled choices: “Would you like to do your work now or take a break first?” Jackson asks for a break, so the paraprofessional guides him to the calm-down area. He has space to regulate his emotions before returning to his task.

In this situation, the break is a tool to help Jackson manage his emotions, not a reward for avoiding work. The key here is that the break is intentional. It’s meant to help Jackson reset and re-engage with the learning task once he’s ready.

Reinforcement Example:

Jackson is at the same station with a paraprofessional. When asked to put his name on his paper, he picks up his pencil and writes his name without hesitation. Immediately, the paraprofessional reinforced his behavior by giving him a preferred reward, which was a Goldfish cracker. Writing his name was an expected behavior.

In this scenario, the reinforcement increases the likelihood that Jackson will write his name independently in the future because he associates it with a positive outcome. Unlike the break example, this shapes behavior rather than gives an opportunity to self-regulate.

Using Visual Supports for Breaks

One strategy I love using in my classroom is a visual choice board for breaks. This gives my students clear options for how they can calm down in a way that works best for them. Some students might need deep breathing, while others prefer squeezing a stress ball, taking a short walk, or simply sitting in a quiet space. By offering choices, our students feel more in control while still following a structured approach to self-regulation.

A great tool for this is my free Break Time Choice Board. It includes visual options like Legos, drawing, using a sensory toy, reading in the book corner, playing on a keyboard, or jumping on a trampoline. Having these choices readily available helps our students understand their options and encourages them to use breaks effectively rather than as an escape from work.

By incorporating visual supports like this, our students can quickly identify what helps them reset. This helps to make breaks a purposeful part of their learning experience rather than a disruption.

The Power of Breaks and Reinforcement in the Classroom

Understanding the difference between breaks and reinforcement is key to creating a structured, supportive classroom where our students can thrive. Breaks give our students the space to reset and regulate their emotions. Reinforcement strengthens positive behaviors and encourages them to make choices that lead to success. Both strategies help create a learning environment where our students feel supported, engaged, and motivated. Using breaks and reinforcement in purposeful ways can guide our students toward independence, self-regulation, and long-term growth.

Additional Resources

Supporting our students in special education requires a toolbox of strategies that foster independence, self-regulation, and meaningful learning experiences. By using breaks and reinforcement effectively, we can create an environment that meets the diverse needs of our students. If you’re looking for more ways to strengthen your instruction, these additional resources will help you make a difference in your classroom.

• Ultimate Resource Membership for Special Education Teachers
• Differentiated Instruction Strategies for the Special Education Classroom

Save for Later

Remember to save this post to your favorite special education Pinterest board for quick access to this information on breaks and reinforcement.