Behaviour is everyone's responsibility in the school. It's a universal approach.We all have a role to play to support each other.This is built thru attachment, connectidness & trusting relationships. The problem is that others see behaviour as someone else's responsibility🧠🌱

Why are many schools not training staff about the importance of attachment. We have brain circuits wired for attachment & belonging. Most schools are also not trained in attachment theory,emotional regulation, & nervous system awareness,fight,flight conditions & more.🧠🌱

Trauma & the Brain. The Impact of Adverse Childhood Experiences & How We Can Find Effective Ways to Create Transformation & Healing in Educational Settings. Attachment. Developmental behaviour. Nervous system dysregulation awareness. Trauma informed Trauma responsive. 🧠🌱

"How will they learn if we don't punish them."Punishing a child NEVER helps them regulate their behaviour. You're only dosing up their stress response. If we want our young people to behave better,we first need to understand why they are behaving in this way.🧠🌱

Relational closeness. 🧠🌱👏👏👏👏

Trying to teach without knowing how the brain works is like trying to knit a glove without ever seeing a hand.🧠🌱

Educational establishments are in the brain dev business. So understanding neuroscience & the dev brain has so much to offer from a trauma informed responsive lens & how this impacts learning, behaviour & development. We need to create an education system informed by it.🧠🌱

Restorative practices are an alternative to punitive justice. It may take more time, but better in the long run.When applying restorative practices,pupils will be more receptive within their window of tolerance. They can better process & reflect & process their actions. 🧠🌱

I wasn't going to give this ridiculous tweet any traction, but here you go!🧠🌱

When working with young people from trauma related backgrounds, it is vital to consider both their developmental age as well as their chronological age before teaching. Some of our young people's sole focus was on survival, and their brains haven't fully developed properly.🧠🌱

I use & deal with restorative, trauma & unmet needs on a daily basis, healing brains & wounded stress responses. Young people at their absolutely worst. Teaching them about regulating themselves & making sense of their trauma & pain creating transformation & healing .🧠🌱

Working with staff from 2 Glasgow schools over the next couple of weeks.Workshop/presentation on trauma informed responsive practices.The biology of behaviour. Trauma reflexes. Neuroscience approaches to best support their young people. When we know better,we do better🧠🌱

Behaviour is always a symptom of something deeper. Trauma informed/responsive approaches require us to be more curious that the trauma is actually running the show. Always look beneath the behaviour,respond to the causes, and don't react to the symptoms. 🧠🌱

When our young people know better, they absolutely do better. This is why i teach them about their brains and bodies, & give them tools, techniques to access self-regulation skills.🧠🌱

Understanding trauma informed responsive practices a few core concepts on how the brain works & how exposure to complex trauma can help our young people.Teaching them to understand what is going on, how to respond by teaching them how to regulate their brains & bodies🧠🌱

Really concerns me that when you use some very basic neuroscience terminology for educational settings, some educators are absolutely lost.🧠🌱

"Do to let them into your school."If this is what you're advocating, re-trauma informed/responsive practices .Is to deny support for our young people.Young people carrying wounds they sustained in childhood re- emotional neglect, abuse emotional,neglect exposure to violence🧠🌱

You can’t punish trauma out of a young person. It's only adding more pain and dosing up an already oversensitised stress response. Let's start by being trauma informed and responsive by asking, "What has happened to you?"🧠🌱

Understanding a few core concepts on how the brain & body work in educational settings can help us look beneath surface behaviours. This would help create a shift on how we look at behaviour & other complex issues, offer alternatives to suspensions & do things differently 🧠🌱

You do not discuss consequences with a young person when they are in the middle of a crisis. They haven't got the language in fight or flight. When the episode is over, when you & the young person are both regulated, then we can have the conversation.🧠🌱