Behaviour
Leading on Navigating the School Environment with ACEs and Trauma
Lead your staff to calm a child in fight or flight first, because a pupil flooded with stress can't reason or learn until they're regulated.
- 59 minutes
- Recorded webinar
- 1 CPD hour
- Certificate
Members
14 days free, then £70 a year or £7 a month.
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What you'll learn
- Explain to staff how trauma and toxic stress affect a child's brain and behaviour
- Use regulate, relate, reason to calm a pupil before talking it through
- Replace time out with time in that keeps the relationship intact
- Shift the question from "what's wrong with you?" to "what happened to you?"
- Build staff self-care into school life so adults can co-regulate
About this course
A pupil storms out of class, or squares up to the teacher who told them to calm down. It looks like attitude. For a child living with adverse childhood experiences (ACEs), it's often a brain that has learned to expect danger and a body full of adrenaline.
This gives leaders a clear way to explain that to their teams and change how the school responds. You'll get the science of the stress response in plain terms, and Bruce Perry's regulate, relate, reason sequence: breathing first, then connection, and only then the conversation about what happened. There's a strong case for "time in" over time out, so a child isn't left alone with feelings they can't manage.
It comes from a secondary teacher and school mindfulness lead, whose school also runs drop-in sessions to help staff regulate before they go home.
- For early career teachers, middle leaders and 4 other roles. Early years, primary and secondary.
Recording
Open in order
- 44 min
Webinar Playback
- 16 min
Q&A