Guidance

Trauma responsive practices means moving beyond awareness Neuroscience tells us that trauma can affect a child’s developing brain,emotional regulation,& capacity to learn. So,instead of asking “What’s wrong with this child?”we need to ask.”What might have happened to this child?”

Instead of asking more questions,start with co-regulation. Neuroscience reminds us that when children feel overwhelmed, their ability to reason & communicate can be reduced. Connect before you correct, regulate before you reason & create safety before seeking answers.

Telling a dysregulated pupil just to”calm down”does not develop skills to manage difficult emotions.Shame & confrontation escalates distress.This is not about excusing the behaviour. When we understand the brain behind the behaviour,we can help them navigate their emotions.

Supporting behaviour in schools starts with understanding the brain & body. When a pupil feels threatened or overwhelmed,their brain & body may prioritise survival over learning, reasoning & self-regulation. When we change how we understand behaviour,we can change how we respond.

Children’s brains are still developing with the prefrontal cortex one of the last regions to mature around the mid-20s. This has a major impact on teens behaviour in secondary schools as they have strong emotions & act impulsively because of the brain systems involved.

It starts with us. Bring our young people into your calm.Don't let them bring you into their storm. We need to be the thermostat and not the thermometer.

Trying to punish or discipline a pupil while their brain is highly dysregulated can tend to escalate the situation rather than de-escalate. This does not mean boundaries disappear.We need to tend to the state first so the pupil is calm enough to think, learn , talk & repair.

Zero tolerance policies is not a human approach in educational settings. It treats behaviour as a choice & totally disregards, child development,nervous system states,developmental gaps,ACEs ,trauma & neuroscience. Zero tolerance policies escalates distress.

Pupils brain’s & nervous systems do not arrive at school with the same experiences of safety,connection & relational wealth. Many arrive with the experiences of ongoing stress,fear & neglect. This can leave them with an underdeveloped cortex & a nervous system easily triggered.