www.eventbrite.co.uk/e/1462746045... Free event.8 tickets left out of 100.🧠🌱

Due to working in a secondary school & busy myself,this will be the only time I get this one out Nurture isn’t a room, but it should be every room in an educational setting. Creating a nurturing environment that allows children to learn, grow, and explore their potential🧠🌱

How to Cultiivate, Create Nurturing Trauma Responsive Practices. If you are running nurture groups or in the process of beginning groups or interested in a whole school nurturing approach,this presentation is for everyone within ed settings & parents www.eventbrite.co.uk/e/1530077636... 🧠🌱

How many of you have told a pupil," You need to act your age?" When a pupil experiences trauma, it creates developmental gaps(non-meeting of needs) .The trauma will attach itself to the developmental age of when the child experiences the trauma. Educators need to know this. 🧠🌱

Let's stop punishing pupils for having underdeveloped & under connected brain functios ,especially self-regulation & impulse control. They're not signs of defiance,they're signs of a pre frontal cortex still under construction. 🧠🌱

Pupils make mistakes because their brains are underdeveloped, trying to manage impulses & regulate emotions. This shouldn't be controlled and managed, which creates fear & disconnection,but is taught with compassion & guidance 🧠🌱

I have never seen a pupils behaviour improve with detentions, suspensions, or punitive consequences. Why are we still seeing these strategies used in educational settings? 🧠🌱

Pupils brains do not learn, process, or absorb information in hypervigilance. It becomes difficult to access the hippocampus,the part of the brain for memory & learning consolidation,which means it is harder for them to form new memories & harder to access what they do know🧠🌱

Once we understand that challenging, oppositional behaviours often stem from brain development rather than defiance,our entire approach shifts.We see behaviour in a new way, so we "act" instead of "react." A child who is signalling that they are vulnerable & need our help🧠🌱

Not all ACEs are identified as trauma. It's what was lacking when it happened & how the brain & nervous system responded to it. Was there an absence of acknowledgement, support,being held,supported & comforted.This leaves children with a nervous system focussed on inner chaos🧠🌱

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🧠🌱

When supporting pupils with multiple ACEs,there is no quick fix solution,we also can't change the past.Its about the little interactions, being present & creating space to help them feel & grow.Opening up conversations that are healthy & supportive. Transformation takes time.🧠🌱

Your nervous system is the lens on how you viewed the world.A body adapting to the conditions it was brought up in. Emotions,reactions & symptoms, a body holding onto memories your mind is trying to forget.🧠🌱

Supporting pupils with trauma dysregulation,their nervous systems have been shaped by everything they have gone through "patterns of protection"that kept them alive.We can help them teach their nervous system something new. Self-regulation,coping strategies, managing emotions🧠🌱

In schools working with pupils who have trauma,stories often start with timing. "See when I was 5." We then we start to identify their unmet needs,emotional deprivation,you are now aware of the trauma. You now need responsive action to help dose down their stress response 🧠🌱

Talking to an amygdala never works. Basic neuroscience. 🧠🌱

If we want pupils to cope in schools & build resilience, this begins with connection, being seen,safe & supported, this is how you build their nervous system to adapt, character building stress. Too many just pay "lip service" to the nurture of emotions.🧠🌱

Connection isn't built in minutes,it is built by micromoments & therapeutic micromoments .This is what pupils brains thrive on, it's hardwired for it. The way we speak ,listen & respond has a profound impact, not just emotionally, but also neurologically. 🧠🌱

Children are often punished for behaving like children by adults who are behaving like children. Instead of co-regulating,many adults react go for the punitive aspect instead of modelling, they mirror the chaos.🧠🌱

I have only 1 date available now,12th August re-presentation. Other dates are scattered about the year. How to Cultiivate Create and Build More Sustainable Trauma Informed Responsive Practices Into Your School Systems. Evidence based approaches. Biological Underpinnings,etc

Young people who have experienced trauma,Adverse Childhood Experiences without a buffer to mitigate the stress are at a cognitive disadvantage of brain development . Higher parts of the brain are underdeveloped, lower overdeveloped/over sensitive.🧠🌱

As the school holidays draw nearer, I'm still thinking about the young people where school is more than a place of education. It's a place of safety,support a hot meal, security, healthy relationships,structure, and routine. Emotionally available, safe, stable adults.🧠🌱

There are no excuses for pupils behaviours. But loads of reasons.🧠🌱

Pupils will mess up, make mistakes, get things wrong, act impulsive, and be silly. It's our job to support them, teach them to reflect, make amends & help them grow 🧠🌱

Blaming & shaming pupils parents /caregivers doesn't break intergenerational trauma. Pupils will blame themselves, this is what traumatised kids do.Its never about blame because where does it stop? It's about supporting pupils to heal & do things differently.🧠🌱 #cyclebreakers

Presentation content. Evidence based approaches. Defining trauma. Trauma & Development. Development will pause with trauma. Looking below the surface of behaviours that interfere with learning. Window of Tolerance. FFF response looks like in school & how to respond.🧠🌱

As well as learning, pre-frontal cortex narrowing becomes overstimulated lower brain regions when a young person is dysregulated. This can show up as "challenging behaviours"when what we are actually witnessing are vulnerable nervous systems & not problem children 🧠🌱

Young people from battleground childhoods bodies hold the stories of their Adverse Childhood Experiences.Trauma responsive practices enable safe expression to open about how they feel which is healthy & supportive.This helps release stored emotions fostering deep healing. 🧠🌱

Last week of term. I have already been taking in-person/online requests for presentations from schools ,colleges & organisations for the beginning of next term. I have very limited spaces left . Two available dates on 11th & 12th August in -person others can be discussed. 🧠🌱

Trauma informed isn't enough,you need to evolve to RESPONSIVE or you're just collecting certificates.Trauma responsive ed systems account for nervous system regulation & an approach figuring out pupils unmet needs.Informed is useless when you don't know how to be responsive🧠🌱

At its essence, trauma is in the nervous system. When your brain perceives a threat,it turns on your sympathetic response, moving from safety to activation, triggering a massive physiological response.🧠🌱

Young people will still suffer if we do not address childhood trauma, and the intergenerational pain will continue. I've had enough of hurt children becoming hurt adults trapped in dysregulated nervous systems. We need to grow a nation of cycle breakers.🧠🌱 #traumaresponsive

Understanding the window of tolerance is crucial in helping children manage stress & emotions. Hyperarousal. Heightened emotions,aggression,anger panic. Hypoarousal. Shut down, numb,dissociation. By creating safe spaces, we can offer support to widen their window.🧠🌱

Information about brain development was very interesting & how he approaches teaching children so they are more self-aware. It was interesting to hear from someone who both leads presentations & remains working within a school. Lots of new fresh ideas to take back to school🧠🌱

Snippets of some excellent feedback from Dumfries. Amazing presentation giving relevant information & strategies. I really enjoyed the evidence based delivery. Information about brain development was very interesting. It will impact my practice with dysregulated learners🧠🌱

When we are dealing with a dysregulated pupil, we can regulate them by the tone of our voice, how we listen to them, and our non-verbal signals, and they will be able to reflect our calm. This is called co-regulation. When one nervous system supports and eases another. 🧠🌱

We cannot strengthen & build cortex if the limbic system is on fire.🧠🌱

More people within educational settings should understand that childhood trauma impairs your ability to develop emotional maturity. This is known as arrested emotional development. Higher parts of the brain are underdeveloped, lower overdeveloped, and oversensitive.🧠🌱

I have 2 days left on 11th/12th Aug for orgs or whole school staff training on trauma responsive practices. Childhood trauma. Nervous system trauma behaviours. Neurobiology of trauma. What Fight,Flight, Freeze looks like in your school. Trauma & brain development, etc.🧠🌱

Childhood trauma can rewire the brain, heightened in a state of arousal. Hypervigilant & waiting for the next bad thing to happen, symptoms from neural pathways struck on autopilot. A brain & body that has been trained to expect danger after years of toxic stress.🧠🌱

Not all dysregulation is trauma. Some of it is telling children to suppress their emotions. It's not ok to be angry,be impulse,be irrational, & never taught how to feel. This emotional suppression only intensifies the very emotional state one had hoped to regulate 🧠🌱

Working with staff after school tomorrow from Glasgow Clyde College . Looking at trauma responsive practices. How the nervous system shows up in trauma behaviours and how the nervous system can be repaired/repatterned.Co-regulation. Window of Tolerance .🧠🌱

The key to helping young people thrive,change their trajectory & reach their potential. Reduce the stress load rather than trying to teach better self-control. The latter emerges naturally as a result of improved self-regulation.🧠🌱

Understanding behaviour that's related to the neurobiology of trauma. Learning about the 3 brain parts Strategies to use when children are in their lower brain regions displaying distressed behaviour. Co-regulation in sequence. Strengthening executive functioning skills .🧠🌱

Trauma informed means that you have a "BASIC" understanding of trauma & what it is. Responsive is where you should be.A responsive school setting is continually evolving,meeting pupils specific needs.Biological underpinnings,developmental difficulties,behavioural difficulties🧠🌱

Understanding how to be trauma responsive, how the brain changes & how this might affect & impact learning, behavioural developmental difficulties & co-regulation should be mandatory training in all educational settings. We need a shift in just being trauma informed. 🧠🌱

When a young persons brain is anxious, worried, or afraid, their body shifts into survival mode & they cannot absorb or process information. Logic shuts down & emotions take over.🧠🌱

Always remember a pupil proudly showing me her report card.All top marks in class.She said,"I hated the subject but loved my teacher." If you solely focus on rules, you spend most of your time enforcing them. A classroom environment is best built on meaningful relationships🧠🌱

This will be part of my discussion this week with staff from Glasgow Clyde College & a group from Peebles High School. Shifting to a responsive approach.Body & brain based approaches.Building emotional guidance systems. Modelling,responding.Implementing long-term strategies.🧠🌱

You can't build a school culture of connection if it only values compliance. If connection is only welcomed when pupils are quiet & agreeable, that's not connection, it's control.🧠🌱