Customized Programs

Social-emotional learning from an inclusive and trauma-informed perspective is about recognizing the context in which learning and interactions are taking place. At the Synergetic Education Institute educators learn to analyze this context. Using neuroscience to understand what is happening for educators and students in moments of dysregulation, we can regulate students and classrooms and identify actions that work in that moment, as well as create options for continued growth. True change and transformation can only happen when we support  educators. True change and transformation is built upon moments throughout the school day that students have with their teachers; it’s not delivered through a specific curriculum or program. It’s time to empower educators so they can continue to do important work, knowing they will have the support and tools they need.

Structure and Format

  • Comprehensive training or individual workshops
  • Groupings by positions or collaborative working groups or teams
  • Focus on implementation for specific roles or systemic implementation across sites or districts
  • In person, online or hybrid

Foundational level classes provide a core knowledge base coupled with practical, daily strategies grounded in the latest research in neuroscience, nervous system regulation, interpersonal neurobiology, and social-emotional practices. Our focus is on creating environments that encourage self-awareness to support students in discovering their own regulatory needs. This includes learning to be an  external regulator  in order to promote a sense of safety and belonging for all students. Participants will explore ways to shift daily routines to include self-reflection, which supports the re-wiring of brains and the re-patterning of nervous systems, leading to long-term growth.

Intermediate level classes build upon these foundational tenets, adding strategies for supporting individuals and groups. This includes creating layered, social-emotional behavior plans and regulatory spaces inside and outside of the classroom. Our focus will be on the training, implementation, and data collection needed to ensure the success of these plans and spaces. In addition, these components are considered from a systems perspective, including staff taking on different and complementary roles.

Advanced level classes focus on working with other educators and with students with the most intensive needs. These trainings will empower educators to support other adults in their building(s) by learning to work with them from a developmental perspective and honoring their journey in learning to do this work. Educators that play supportive roles in their building(s) will deepen their skills in becoming an external regulator and will learn to step into confusing, challenging situations and will feel equipped to work with both students and other adults.