I think I would meet the educators where they are at, then explain it to them. I would get off the pedestal :). Some educators may perceive this statement in this way due to their own beliefs and projections. Still figuring out the set up…

I’m definitely guilty of putting myself on the pedestal and missing the importance of meeting the educators where they are at. Which straight-away creates disconnection and engagement because the setup is judgement. Taking a neutral position – the observer – is helpful to avoid being pulled into a debate between perceptions. In trying to explain this I try to reframe the purpose of behaviours as being information that they can work with (because they almost always feel like they ‘can’t’ work with behaviours) and a window into the state of the nervous system in that moment. As well as the setup of feeling judged and not good enough, there may also be a sense of feeling out of control, overwhelmed, powerless. So the reframe gives them an anchor. Something to work with and help them see the behaviours differently – and the person in front of them.