Introduction
Rating scales help children describe the intensity of their feelings or identify the emotions they are experiencing. They are particularly useful for younger children who may not yet have the emotional vocabulary needed to explain how they feel. An ordered visual scale can also help children recognise the different degrees between emotional extremes.
A child may point to a number, colour, word or image when they are unwilling or unable to speak. Giving a number or colour can feel less exposing than directly describing a strong emotion and provides an adult with a quick indication that further conversation, reassurance or support may be helpful.
Rating scales can also be used with a whole class. A traffic-light system, for example, allows children to signal quickly whether they understand an instruction or activity: green for understanding, amber for uncertainty and red for needing help. This enables the adult to identify who may require further explanation or support without singling anyone out.
Using Rating Scales
A rating scale can serve two closely connected purposes. First, it helps adults recognise changes in a child’s emotional state. Over time, this may help them identify situations that increase anxiety, anger or distress and take supportive action before the child becomes overwhelmed.
Second, and most importantly, regular use can help the child recognise changes in their own emotions. The child can gradually learn which strategies, activities or forms of adult support may help at different points on the scale. This shared awareness can support emotional regulation and may reduce the frequency or intensity of meltdowns and panic responses.
Rating scales work best when:
They are introduced, explained and modelled over several sessions
Children are regularly taught emotional vocabulary and practical strategies for managing different feelings
They are used consistently, not only when a child is visibly angry, upset or anxious
Children are given frequent, low-pressure opportunities to notice and communicate how they feel
The child is not the only person expected to use the scale — whole-class or whole-school approaches can normalise its use
Home and school use the same system where this is practical and helpful
An individual plan identifies the strategies and adult support available at different points on the scale. This should be agreed with the child and family, shared with relevant adults and regularly practised with the child.
