Regulating the Classroom Nervous System Penny Holland M.A., L.P.C.C. m April 2016

Importance of Relationship Resiliency – factors in the classroom ACE – Adverse Childhood Experiences ACE – Adverse Childhood Experiences How Attachment Happens How Attachment Happens Neurobiology of Attachment and Trauma Neurobiology of Attachment and Trauma and its impact on learning Co-Regulation in the classroom Co-Regulation in the classroom

Resiliency factors in the classroom A Caring, Consistent Adult High Expectations Contribution to Community

What’s your ACE score? 1. Did a parent or other adult in the household 1. Did a parent or other adult in the household often or very often… often or very often… Swear at you, insult you, put you down or humiliate you? Or Or Act in a way that made you afraid that you might be physically hurt?

2. Did a parent or other adult in the household 2. Did a parent or other adult in the household often or very often… often or very often… Push, grab, slap or throw something at you? Or Or Ever hit you so hard that you had marks or were injured?

3. Did an adult or person at least 5 years older 3. Did an adult or person at least 5 years older than you ever… than you ever… Touch or fondle you or have you touch their body in any sexual way? Or Or Attempt or actually have oral, anal or vaginal intercourse with you?

4. Did you often or very often feel that… 4. Did you often or very often feel that… No one in your family loved or thought you were important or special? Or Or Your family didn’t look out for each other, feel close to each other or support each other?

5. Did you often or very often feel that… 5. Did you often or very often feel that… You didn’t have enough to eat, had to wear dirty clothes and had no one to protect you? Or Or Your parents were too drunk or high to take care of you or take you to the doctor if you needed it? 6. Were your parents ever separated or divorced? 6. Were your parents ever separated or divorced?

7. Was your mother or stepmother: 7. Was your mother or stepmother: Often or very often pushed, grabbed, slapped or had something thrown at her? Or Or Sometimes, often or very often kicked, bitten, hit with a fist or hit with something hard? Or Or Ever repeatedly hit at least a few minutes or threatened with a gun or a knife? Ever repeatedly hit at least a few minutes or threatened with a gun or a knife?

8. Did you live with anyone who was a problem drinker or alcoholic or who used street drugs? 8. Did you live with anyone who was a problem drinker or alcoholic or who used street drugs? 9. Was a household member depressed or mentally ill or did a household member attempt suicide? 9. Was a household member depressed or mentally ill or did a household member attempt suicide? 10. Did a household member go to prison?

Needs arise in response to internal or external Stimulation Sensory Stimuli Curiosity Hunger Danger Chemicals activate behavior that communicates needs Self-Regulation through Co-Regulation Caregiver Meets Needs Attunement - Safety, Validation Developmental Experience - Exploration and Learning Ability to engage world We have needs in response to the stimuli Chemical Settling occurs Access to Left Brain, Verbal Increase Impulse Control Appropriate Choices Integration of New Learning, Success, Pleasure, Calm Holland 2016

Needs arise in response to internal or external Stimulation Sensory Stimuli Curiosity Hunger Danger When needs are not met Chemical Over Activation Fight Flight Freeze Chemicals activate behavior that communicates needs We have needs in response to the stimuli Caregiver gets activated Dysregulation Child gets more activated and Behavior Escalates Holland 2016

The Autonomic Nervous System Sympathetic Arousal: Increased Alertness Fight/Flight with fear Parasympathetic: Restorative Freeze with excess fight/flight life threatening fear Social Engagement with safety enables regulation

Safe Relationships Heal trauma Regulate the nervous system Enable learning Social Engagement System Puts a neurological and chemical brake on Fight/Flight/Freeze on Fight/Flight/Freeze Oxytocin mitigates adrenaline/cortisol

Right Brain Trauma, Right Brain Repair RelationalNon-VerbalAffective Sensory-Motor, Body-Based Non-ConsciousImplicit Begins In-Utero Left Brain: Verbal, Cognitive, Insight-oriented, Explicit

General Principles for Regulation Always check your own NS Safety signaled through your own regulation Shift attention away from source of activation Teach kids about their own NS Down-Time for Integration and Settling

General Principles for Regulation Opportunities to Resource sensory diet in classroom visual, auditory, olfactory, tactile, kinesthetic calming Notice, remember and support child’s urges to protect preferences for self-care Look for cues that precede over-activation Help children learn to manage discomfort

Building Community ~ Co-Regulation Greeting ritual to establish connection as a community Encourage cooperation Emphasize each individual’s strength and how each contributes to the community Rotate helping partners

Building Community ~ Co-Regulation Do not allow mean-spiritedness Minimize competition Avoid comparisons Recognize for yourself who pushes your buttons Be prepared for which students push each others’ buttons

Curriculum and Instruction Engaging~Relevant~Challenging~Fun Accurate feedback on success and needs Predictable schedule with some spice Classroom set-up with varied stations Routines for getting focused Routines for getting settled between subjects Routines for general transition times

Co-Regulation Rituals and Activities for the classroom Slowing down Mindfulness and Orientation Rhythmic balancing Movement Music and Art Playful and Humorous Cooperative academics

Avoid Power Struggles Breaches in safety of relationship Need to repair if this happens Need to repair if this happens Reacting to a child’s behavior Switches you to their agenda Sympathetic Arousal for all Sympathetic Arousal for all Do Nothing (in the immediate moment) Sympathetic Arousal for all Sympathetic Arousal for all Remove the audience Sympathetic Arousal for all Remember you won’t win one!

School Wide Co-Regulation Train administration, staff & families in principles of traumatic stress and co-regulation Disciplinary policy that addresses traumatic stress ACE – based discipline Commitment to relationship and repair of breaches Supports for staff self-regulation and co-regulation

References Relationship and Body-Centered Practices for Healing Trauma by Sharon Stanley PhD Treating Traumatic Stress in Children and Adolescents (ARC model) by Margaret Blaustein and Kristine Kinniburgh Mindfulness in the Schools Curriculum and Training for Educators How Does Your Engine Run? Article and film about Lincoln H.S. in Walla Walla WA new-approach-to-school-discipline- Article by Penny Holland on trauma in Israel/Palestine