After reading this article, you will:
- A practical breakdown of Maslow’s Hierarchy of Needs for kids
- The connection between unmet needs and emotional dysregulation in children
- Neuroaffirming strategies to meet your child’s needs at each level
- How The Galaxy Guide to Running My Rocket integrates these concepts
- How Ready Rocket Resources supports children’s emotional development
Meet Mr Maslow!
Maslow’s Hierarchy of Needs, proposed by psychologist Abraham Maslow in 1943, is a widely recognised theory used in education, parenting, and psychology. It outlines five categories of human needs, from survival basics to self-fulfilment. These needs are often visualised as a pyramid, with each level building upon the last.
At Ready Rocket Resources, we use this model to support children's emotional development by recognising that regulation starts with meeting needs—not managing behaviours. When a child’s basic needs are unmet, emotional regulation becomes neurologically inaccessible. This insight is especially relevant for neurodivergent children, who may express discomfort or distress differently.
A Neuroaffirming Look at Maslow’s Hierarchy of Needs in Children
- 🥣 Physiological Needs
These are the basic survival needs: food, water, sleep, toileting, and sensory comfort. When these are unmet, a child’s ability to regulate emotions is compromised because the brain prioritises survival first.
2. 🛡️ Safety Needs
Feeling safe physically and emotionally is essential for children to explore the world, form relationships, and develop self-regulation skills. Without safety, children’s nervous systems remain on high alert, limiting learning and connection.
3. 💞 Love and Belonging
Children need to feel loved, accepted, and part of a community. This connection supports emotional health and helps children trust themselves and others, especially for neurodivergent kids who might often feel misunderstood.
4. 🏆 Esteem Needs
Esteem relates to a child feeling competent, confident, and respected. Recognising effort and individual strengths builds resilience and a sense of worth, empowering children to face challenges with courage.
5. 🌈 Self-Actualisation
At the top of the hierarchy is self-actualisation; expressing identity, creativity, and personal growth. This level nurtures emotional intelligence and helps children understand and direct their own inner worlds.
How The Galaxy Guide to Running My Rocket helps: The book introduces Planet Zonk, a special place in the galaxy where rockets land when their basic needs (like rest or fuel) aren’t yet met. Through this fun and relatable metaphor, children learn to recognise when their body feels off or uncomfortable and understand that it’s okay to take time to meet those needs. By exploring Planet Zonk, kids gain tools to identify and communicate their internal feelings, helping turn abstract sensations into clear, manageable experiences.
📚 Ready Rocket Resources offers tools, guides, and workshops grounded in developmental neuroscience and tailored for all neurotypes.
Why This Framework Is Critical for Emotional Regulation
When children engage in what we call “challenging behaviour,” it’s often not about defiance; it’s about survival. If needs are unmet, behaviours like hitting, yelling, or running away can be protective responses. Understanding this shifts us from managing behaviour to meeting needs.
We encourage you to ask:
“What is this behaviour telling me about what my child needs?”
This approach is particularly helpful for children with ADHD, autism, anxiety, trauma backgrounds, or sensory processing differences.
Want to Learn More About These Strategies in Action?
🚀 Ready Rocket has a range of supports for parents, professionals, and educators who want to confidently guide children through big emotions in a way that's supportive, science-informed, and truly neuroaffirming.
Choose the Path That's Right for You:
The Galaxy Guide to Running My Rocket stands out among other emotional regulation tools with its unique rocket journey concept, emphasis on internal needs, and focus on promoting co-regulation towards self-regulation in a neurodiverse-affirming way. By utilising this resource, children gain a deeper understanding of their emotions and develop the skills needed to navigate them successfully, leading to enhanced emotional well-being.
Explore the Galaxy Guide Books
👨👩👧👦 Online Emotions Workshop – For Parents & Carers
🕒 4-hour self-paced training
Gain the tools and knowledge to support your child through emotional dysregulation with confidence and compassion.
Explore the Parents Online Emotions Workshop
🧠 Online Emotions Workshop – For Therapists & Allied Health Professionals
🕒 4.5-hour self-paced training
Learn a developmentally-informed, neuroaffirming approach to regulation support for diverse clients and therapy goals.
Explore the Therapist Online Emotions Workshop
🏫 Ready Rocket School Learning Program – For Educators
A classroom-ready, whole-school emotional regulation program built on the same powerful framework with extension into these concepts and more! Includes developmentally tailored content for Kindergarten, Pre-Primary, Year 1, and Year 2.
Perfect for early childhood and primary teachers looking for practical, evidence-aligned emotional literacy education.
Explore the Ready Rocket School Learning Program
References:
- Autism Ontario. (2024). Supporting emotional regulation in neurodiverse children: Best practices and strategies. https://www.autismontario.com/sites/default/files/2024-04/Slides_Supporting Regulation_ENG.pdf
- Iqbal, F., & Khan, S. (2023). Maslow’s hierarchy and its application in child learning environments. International Journal of Multidisciplinary Research and Advancement, 4(7), 112-120. https://www.ijmra.us/project doc/2023/IJPSS_JUNE2023/IJPSS3July23_22806.pdf
- Parental Stress Centre. (2024). Emotional regulation: A holistic approach for neurodiverse kids. https://www.parentalstresscentre.com/emotional-regulation-a-holistic-approach-for-neurodiverse-kids/
- Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
- Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
- Sroufe, L. A. (2005). Attachment and development: A prospective, longitudinal study from birth to adulthood. Attachment & Human Development, 7(4), 349-367.
