A timely reminder when some of your pupils return to school tomorrow,consider that some of them may have had challenging summer breaks. Don't make them rehash by asking, "How was your break."Instead, just tell them you missed them, & you're happy to see them again.

Edu settings using insights from brain science & the nervous system,how pupils process information & manage emotions creates a shift from just managing behaviour to understanding the biological roots.This fosters emotional regulation & transforms how children experience school.

The people in your age group who did not experience life altering trauma absolutely had an advantage over you. Your brain was focused on survival and they were free to grow and develop. You may feel behind, but it's because you were doing your best to survive.

This does not mean that we ignore boundaries or expectations. If we become more curious about what the behaviour is communicating through a new lens while still providing the guidance that pupils need we support what is happening underneath change is more likely to follow.

When we understand the why behind the behaviour, making it easier using neuroscience & understanding a few core concepts on how the brain works & nervous system behaviour becomes easier unlocking children’s potential & fostering positive development.

How often is this taught to educators? When the brain pays attention to threat the nervous system stays in survival mode,so we respond to the survival mode without understanding the reason why it is happening. 🧵

Trauma produces many forms of dysregulated states for our most troubled pupils. Autonomic nervous system stuck in, fight,flight,freeze. Emotional dysregulation struggling with intense reactions. A narrow window of tolerance & neurobiological changes in crucial brain structures.

In educational settings the biggest need for our young people is emotional availability. Emotional availability creates the brain states that pupils need for safety,connection & learning. A pupils nervous system reads how we are before it can process what we say.

Stephen Porges polyvagal theory helps broaden our understanding of the nervous system & physiological states . I have spent a lot of time this term teaching it to our pupils with the power of self-regulation to support their brain health & emotional well-being.

“It is not defiance,it is distress.” The sentence that changes everything. An overwhelmed brain can’t access learning logic or self -control.Pupils are not choosing to”act-out”they are showing us through behaviour. So much changes when we understand why the behaviour is happening.

Infused trauma informed/ responsive principles. Repair after a rupture. Use time in, instead of time out. 👇👇👇 Our aim is to help our young people regulate their nervous system and regulate themselves. It is important how we coordinate our response and sequence our response.

When a pupils nervous system is out of balance,shouting,threats with detentions are unlikely to create the changes we hoped for. In these moments the brain is focused on safety ,not learning or reasoning.

You cannot consequence a pupil out of survival mode.Their brain is not in a place to think & reflect. In these moments, they need connection,safety & co-reg, consequences come later. This is not about being less strict but working smarter. Working with biology,not against it.

When we prioritise relationships we create the conditions for pupils to succeed.We build confidence,self regulation, not just compliance.The outcomes are better for everyone. Pupil,staff,school,whole community.Our response determines whether a pupil feels punished or understood.

Wall display in the nurture room that gives pupils & staff a deeper understanding of the brain as 4 layers. Brainstem: Basic bodily functions “Am I alive?” Diencephalon/Midbrain:Sensory info.”Am I ok in the body?” Limbic:Emotional brain. “Am I loved?’ Cortex:”What can I learn?”

A trauma responsive neuroscience approach involves understanding the nervous system & how the brain is organised . Recognise trauma linked behaviours. Interpreting behaviour through a neurobiological lens.Having the knowledge on how to support behaviour,regulation & learning

Structural brain changes in 3 key areas(prefrontal cortex,amygdala,hippocampus)leave pupils from adversity having difficulty with emotional regulation,impaired exec functioning impacting learning. By recognising trauma linked behaviours we can reduce shame & increase cooperation

When working with young people,understanding the window of tolerance can shift us from asking ”How do I stop the behaviour?”to”How do I help this young persons brain & body feel safe?” Only when young people feel safe,can they access the learning.

Upstairs/Downstairs brain Upstairs brain. Thinking .Reasoning .Planning.Problem Solving.Learning.Self control. Downstairs brain. Safety.Autonomic reactions.Attachment.Big emotions. You cannot reason when the upstairs is not accessible. Listen.Validate. Help them feel safe.

Learning is built on relationships & pupils are far more likely to engage & thrive when they feel safe & understood.The emotional climate you deliver has as much of an impact on the curriculum you deliver. Regulated brains learn. Dysregulated brains survive.

Micromanagement behaviour strategies encourage pupils to suppress their emotions & robs them of the opportunity to learn how to regulate them.They need to be able to express their emotions without fear of punishment.Instead,give them the opportunity to learn how to regulate them.

Trauma changes the structure of the brain.Children with chronic stress exposure, particularly over their early years are more likely to experience challenges in their stress regulatory ability disturbing brain circuits especially the amygdala, hippocampus & pre frontal cortex.

This is not about being soft or about dismissing the behaviour,this is neuroscience. When a pupil is dysregulated we often try to stop the behaviour,when we need to deal with the nervous system first.Understanding the nervous system is critical & what it needs to thrive.

When we understand behaviour through a nervous system & brain aware lens,we shift from trying to control the behaviour to stabilising the nervous system & the lower parts of the brain that produces the behaviour.

If we keep responding with more punishment,more consequences it pushes them further into a hyperarousal/hypoarousal making things worse. When the pupils nervous system is dysregulated,the brain shifts into a stress response state & the brain prioritises survival over learning.

When a pupil is struggling academically,emotionally & behaviourally the question isn’t,”what’s wrong with them?”It’s,”what state is their nervous system is in?” Understanding the window of tolerance can help us support pupils to manage their emotions more effectively.

Anxiety is a learning disability,”survival mode," but isn't recognised as one. It inhibits your ability to learn,causing the cortex to narrow,dysregulating the nervous system with cognitive functioning challenges,attention difficulties,planning, and memory struggles.

The term "challenging behaviour" can place a lot of negative emphasis on the child & masks a deeper understanding. Some pupils are carrying the weight of challenging circumstances, trauma,neglect A little understanding & kindness can make all the difference. 🧠🌱

Children's behaviour would make more sense if we understood & worked with pupils nervous systems instead of punishing it. Behaviour is not a choice,until the nervous system feels safe.