“Stop” Means Safe: Teaching Kiddos to Pause with Purpose
As a parent or caregiver, you’ve likely had that heart-stopping moment: your child bolts toward the parking lot, the street, or just too far ahead in a store.
Teaching kids to stop their bodies when they hear the word "STOP!" is one of the most important safety skills they can learn. At SENSE-ational Spaces, we know this isn’t always easy, especially for kids who have sensory processing or attention challenges.
The good news? With the right strategies and support, you can help your child learn to stop safely and reliably.
Why Is Learning to "Stop" So Important?
“Stop” is more than a safety word; it helps kids learn self-control, build body awareness, and respond in the moment when something isn’t safe.
In occupational therapy, we call this inhibitory control, a major component of a child’s executive functioning. For young children and those with ADHD, autism, or sensory differences, this is often a developing skill, not something they can do automatically. They need practice, repetition, and clear support to get there!
When Do Kids Learn to “Stop”?
Kids don’t just “know” how to stop; it's a skill they develop over time! Here’s what that might look like:
Toddlers (1–3 years): Starting to understand simple commands. Need repetition and visual support.
Preschoolers (3–5 years): Can follow basic safety rules with reminders and visuals.
Early Elementary (6–8 years): Starting to apply safety rules in new places if taught clearly and practiced often.
If your child isn’t stopping yet, don’t panic - it just means they need some extra help building this skill!
OT-Approved Ways to Teach “Stop” for Safety
🛑 Make “Stop” Visual 🛑
Young children respond really well to visuals. Try:
A red stop sign on a lanyard, stroller, or backpack
Holding your hand up like a traffic cop when you say “STOP!”
A social story showing what “stop” looks like in places like stores or sidewalks (Gray, 2010)
Tip: Make sure everyone (parents, teachers, babysitters) is using the same cue and signal!
🚦 Practice Through Play 🚦
Kids learn best through movement and fun! Practice “stop” using:
Red Light, Green Light
Freeze Dance
Stop/Go games with bubbles or toy cars
These games help kids pause their bodies and build self-control without pressure. Studies show that play helps develop these self-regulation skills (Bierman et al., 2008).
✋🏻 Create a Safety Routine: Stop – Look – Listen ✋🏻
Turn stopping into a predictable routine:
STOP your body
LOOK at your grown-up
LISTEN for what’s next
Practice this routine at home, then out in public. Keep it short, clear, and consistent.
😌 Support Their Sensory Needs 😌
If your child is overwhelmed or overstimulated, stopping becomes much harder. Help them regulate before you expect them to stop:
Offer proprioceptive input like pushing a cart, carrying a backpack, or squeezing a stress ball
Use tools like chewelry, noise-canceling headphones, or fidget items during outings
Take movement breaks before high-demand activities
(Schaaf & Mailloux, 2015)
👏🏼 Use Praise and Practice 👏🏼
Celebrate even small successes:
“You stopped your feet when I said STOP! That was so safe!”Model stopping yourself:
“Oops! I’m going to stop and look before I cross.”
Tip: Practice in safe places (like a fenced-in yard or non-busy driveway) before expecting success in busy ones!
What If My Child Struggles to Stop?
If your child consistently runs, bolts, or can’t stop when needed, even after practicing, it may be a sign that they need support with sensory regulation, motor planning, or impulse control. That’s where an OT can help!
An occupational therapy evaluation can identify what’s getting in the way and provide personalized strategies to keep your child safe and confident.
Teaching “stop” takes time and repetition, but it’s one of the most empowering skills you can give your child. It builds independence, trust, and safety, especially in public spaces that can feel unpredictable or overwhelming.
As OTs at SENSE-ational Spaces, we’re here to help you build those tools in a way that works for your child!
Contact us to learn more about visual and regulatory supports, as well as strategies specific to your child!
References
Bierman, K. L., et al. (2008). Promoting self-regulation and school readiness: The Head Start REDI program. Early Education and Development, 19(4), 619–641.
Gray, C. (2010). The New Social Story Book. Future Horizons.
Schaaf, R. C., & Mailloux, Z. (2015). Clinician’s guide for implementing Ayres Sensory Integration. AOTA Press.
