Bundle & Save – 5 Part Video Series: Empowering Educators and Students: Strategies for Navigating the Realities and Thriving in Today’s Schools

Even highly skilled educators need help to be effective when students are not ready to learn. Stress and anxiety influence daily school life academically and behaviorally, as these impact processing capabilities in the brain, creating dysregulation…

And, dysregulation is contagious, growing from one to two students to entire classrooms. You can see the problem if what we’ve been trained to do is ignore certain behaviors. Neuroscience can help us understand what is happening for educators and students in moments of dysregulation and help us learn to recognize when students are not in brain or body states conducive to learning.

This is the first step in understanding how to prepare brains and bodies to learn by providing clues about what is needed and what support will move students back to a place of learning.

Safety and belonging start with the brain! Creating a safe and welcoming environment is the foundation of classroom culture and community and is crucial for academic success and overall well-being.

We spend so much time creating beautiful classrooms, however, providing students with a sense of security can be challenging if we don't understand how the brain perceives safety and threats. You cannot talk someone into feeling safe.

Learn to use approaches that foster a sense of safety, nurture trust and belonging, and support students in approaching challenges with curiosity instead of fear as they learn that they can manage to do things that are difficult.

Discover the true importance of regulation and how it's often misunderstood.

Don't let regulation be just another buzzword in your vocabulary. Join Judy to explore how regulation and dysregulation cycles affect students and adults throughout the day. Learn how finding moments of regulation in the midst of dysregulation can be a powerful tool in improving your well-being and shifting students’ behaviors.

By gaining a deeper understanding of how dysregulation is a natural part of everyday life, we can recognize important clues for supporting students in becoming aware of their own activation and learning effective strategies through challenging moments. Apply this understanding to class-wide activation. Viewing the class as a collective nervous system gives you the ability to support entire groups of students at the same time, without burning out your own nervous system. Empower yourself and your students!

It can be frustrating when we teach students certain skills, and they don't seem to use them. This is especially true when it comes to behavior, and it's easy to assume that students are intentionally being defiant.

However, what if we told you that much of the social-emotional learning programming and teaching lacks important components? These missing pieces make it difficult for students to use strategies independently.

The good news is that we can incorporate these vital elements by making only small shifts to daily routines! Learn a framework for using whole-brain approaches that includes teaching specific skills and developing capacities that result in students being able to determine and apply strategies that work for them.

We can provide students with the tools they need to succeed both academically and socially, by scaffolding the development of the skills they need to take responsibility for their own behaviors.

When strategies that have always worked in the past, are not working, it’s frustrating! In fact, sometimes our responses even seem to make the situation worse. What’s going on?

When we learn to identify brain and body states it facilitates using the right strategy at the right time, including understanding why something might work in one moment and not another. When students aren’t in the higher regions of their brains, some strategies meant to support them, actually create escalation.

Learn critical classroom strategies that work with students during varying states of arousal, expanding windows of tolerance and getting students back to places of learning. Strengthen your ability to help students grow their capacity for dealing with stress and challenges in and out of the classroom as you support creating new options for behavior.