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

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

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

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

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

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

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

8. 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
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?

9. 7 . Was your mother or stepmother:
Often or very often pushed, grabbed, slapped or had something thrown at her? Or
Sometimes, often or very often kicked, bitten, hit with a fist or hit with something hard?
Ever repeatedly hit at least a few minutes or threatened with a gun or a knife?

10. 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? 10. Did a household member go to prison?

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

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

13. 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

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

15. Right Brain Trauma, Right Brain Repair
Relational
Non-Verbal
Affective
Sensory-Motor, Body-Based
Non-Conscious
Implicit
Begins In-Utero
Left Brain: Verbal, Cognitive, Insight-oriented, Explicit

16. 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

17. 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

18. 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

19. 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

20. 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

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

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

23. 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

24. 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