Educational facilities are in a perfect position to implement trauma-aware early intervention strategies to reduce the long-term outcomes and associated public health costs of complex childhood trauma. Recent developments in neuroscience have provided significant understandings to support why trauma-informed practice in schools and education facilities is important and necessary. If we put on our neuroscience lens, what are the practical strategies that will help build self-regulation in our students and promote calm, safe and engaging classrooms?

Many of the challenging behaviours seen in schools are a result of maladaptive behaviours forming in response to early childhood trauma. As these behaviours have been formed as a defence mechanism, they are largely automated, governed by the brain stem to keep us safe. Unfortunately, a top-down approach is often seen in schools, with a focus on the analytical thinking brain needed for learning.

Dr Bruce Perry coined the terminology 'Regulate, Relate, Reason' as part of a bottom-up approach to support children impacted by trauma. First, we Regulate to provide a sense of safety and calm, and to support the child through their fight, flight or freeze response. Then we can Relate by connection and attunement, supporting co-regulation. All this needs to happen before we can Reason with the child, to support them to understand their emotions, their responses, and ultimately reengage in learning.

Join this fun and engaging workshop to discuss and experience a broad range of proactive and practical strategies to utilise in your classroom to Regulate our brain stems – the important first step before we can Relate and Reason. Participants will walk away with some practical ideas to use in their classrooms to support self- and co-regulation.