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What if movement was built into the school day instead of saved for recess? In this episode, we’re talking about how retained primitive reflexes can impact emotional regulation in the classroom and sharing three simple, powerful activities teachers can use with the entire class.
In this episode, you’ll learn:
What primitive reflexes are and why they matter for learning and behavior
How retained reflexes can show up as anxiety, dysregulation, or inattention
The connection between the Moro, STNR, and ATNR and emotional regulation
Three easy, classroom-friendly movements to support regulation and focus
How short, consistent movement breaks can change the feel of the entire classroom
Thanks for listening 🩷
If you’re a teacher or therapist, try one of these movements with your group and tell us what you notice.
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If you’ve ever felt like your classroom or therapy session starts off on the wrong foot—with dysregulated emotions, restlessness, or meltdowns before lunchtime—you’re not alone. The missing piece might not be more rules or routines. It might bemovement.
Movement isn’t just a way to get the wiggles out. When designed intentionally, it can target foundational neurological functions, especially primitive reflexes.
These reflexes, if retained past infancy, can cause a cascade of challenges in attention, coordination, learning, and emotional regulation. This post walks you through three movement-based exercises that support reflex integration, promote emotional regulation, and are perfect for the classroom or therapy setting.
Primitive reflexes are automatic movement patterns developed in utero and during infancy to help babies survive and hit key milestones like rolling, crawling, and walking. These reflexes are meant to integrate (fade away) as the brain matures.
However, due to birth trauma, developmental delays, or a lack of sufficient movement experiences, some children retain these reflexes. When that happens, it can interfere with motor control, focus, learning, and emotional self-regulation.
Each primitive reflex ties into specific brain and body functions. When retained, they can keep a child in a constant state of "alert," making emotional regulation nearly impossible.
Here are a few examples:
Moro Reflex (Startle Reflex): If retained, it keeps the nervous system in a fight-or-flight mode. Children may appear anxious, overly sensitive to sensory input, or quick to anger or tears.
STNR (Symmetrical Tonic Neck Reflex): Impacts posture, coordination, and the ability to sit still. A child may fidget constantly or slouch, affecting focus and frustration tolerance.
ATNR (Asymmetrical Tonic Neck Reflex): Disrupts the ability to cross midline, making reading and writing more difficult. This can lead to classroom avoidance behaviors and low frustration tolerance.
Integrating purposeful movement into the school day supports both learning and regulation. In fact, just 2-3 minutes of specific, targeted movement can help "reset" the nervous system.
Imagine a classroom with no desks—just mats, swings, and space to move. That's the vision many forward-thinking therapists and educators are now promoting and it starts with simple, brain-based activities that thewhole class can do together.
You don’t need fancy equipment. These three exercises can be done in any classroom or therapy space.
Targets: Moro Reflex
How to Do It:
Have students sit on the floor, hug their knees tightly to their chest, and tuck their chin.
Guide them to rock backward onto their spine, then return to a seated position.
Repeat in a rhythmic motion for 20-30 seconds.
Why It Helps:
The flexed position paired with controlled rocking stimulates the vestibular system and promotes calming. Children with a retained Moro reflex may initially startle and lose their posture—a sign that this is exactly what they need.
OT Tip: Cue students to keep their arms and legs tucked. Offer support or model the movement for students who need help.
Targets: STNR
How to Do It:
Begin in a hands-and-knees position (tabletop).
Rock hips back toward heels and then forward again into tabletop.
Follow with 20-30 seconds of crawling around the room.
Why It Helps:
Rocking and crawling help integrate STNR, strengthen postural muscles, and organize the brain. It also boosts attention and calms the body.
OT Tip: Use visuals, music, or a metronome to help students keep a steady rhythm.
Targets: ATNR and crossing midline
How to Do It:
Standing, ask students to touch one elbow to the opposite knee, alternating sides in a marching motion.
Repeat for 30 seconds.
Why It Helps:
This bilateral movement supports coordination between the left and right brain hemispheres, helping with reading, writing, and emotional control.
OT Tip: Make it fun! Add stickers to knees or elbows for visual cues, or turn it into a quick classroom game.
Try this movement series 2-3 times a day:
Morning Warm-Up: Start the day with peanut rocking.
Midday Reset: Add crawling and rocking during transitions or after lunch.
End-of-Day Wind Down: Use cross crawls to help with regulation before dismissal.
These exercises can be done as a group for just 2-3 minutes and still make a noticeable difference in focus and emotional balance.
Whether you’re a teacher noticing more classroom dysregulation or a therapist looking to support clients between sessions, integrating movement into the daily routine is a game-changer.
Primitive reflex work doesn’t have to be complicated. It just has to beconsistent.
By bringing brain-based movement into your space, you’re not only improving emotional regulation—you’re laying the neurological foundation for confidence, connection, and learning success.
BORING, BUT NECESSARY LEGAL DISCLAIMERS
While we make every effort to share correct information, we are still learning. We will double check all of our facts but realize that medicine is a constantly changing science & art. One doctor / therapist may have a different way of doing things from another. We are simply presenting our views & opinions on how to address common sensory challenges, health related difficulties & what we have found to be beneficial that will be as evidenced based as possible. By listening to this podcast, you agree not to use this podcast as medical advice to treat any medical condition in either yourself or your children. Consult your child’s pediatrician/ therapist for any medical issues that he or she may be having. This entire disclaimer also applies to any guests or contributors to the podcast. Under no circumstances shall Rachel Harrington, Harkla, Jessica Hill, or any guests or contributors to the podcast, as well as any employees, associates, or affiliates of Harkla, be responsible for damages arising from use of the podcast.
Keep in mind that we may receive commissions when you click our links & make purchases. However, this does not impact our reviews & comparisons. We try our best to keep things fair & balanced, in order to help you make the best choice for you.
This podcast should not be used in any legal capacity whatsoever, including but not limited to establishing “standard of care” in a legal sense or as a basis for expert witness testimony. No guarantee is given regarding the accuracy of any statements or opinions made on the podcast.
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