Evolution of a Trauma-Informed Educator – Fall 2022 Cohort

This program dives deeply into understanding the context in which learning is taking place. Neuroscience can help us understand what is happening for educators and students in moments of dysregulation, so teachers can learn how to support regulation for students and classrooms. You’ll learn to use brain and body state awareness to guide you in applying strategies and learn how to talk to others about the science behind the strategies you’re using. Exploring an embodied approach, we’ll focus on safety and belonging, along with promoting reflective self-awareness, all vital pieces in creating new options for behavior.  You will get support as you work through the challenges in doing this work, as you practice applying what you already know, while gaining multiple perspectives and new insights.

Watch this teaching clip from “Evolution of a Trauma-Informed Educator.”  Join this program and take a deep dive into understanding how to support yourself, your students, and other educators.

Live Webinar Dates: 

All live webinars take place at 5-6:30pm MST and are recorded if unable to attend live.

  1. August 22nd, 2022        
  2. October 3rd, 2022         
  3. November 14th, 2022   
  4. November 28th, 2022  

Special Bonus session for SEL coaches, school-based mental health providers, or anyone supporting adults in your building(s) July 28th 6-7:30pm MST

Recorded lessons will be released on the following dates: September 5th, 2022, September 19th, 2022, October 17th, 2022, October 31st, 2022

On-line Consultation Groups: You will complete a brief survey to chose a consultation group that works for your schedule.

Credit: Participants receive a Certificate of Completion and can also earn a graduate credit from Colorado State University. Click here for more information.

Program Cost: $359



Educators, SEL and behavior coaches, and school-based mental health professionals 

15 hour, 3-month program includes:

  • Four – 1 1/2 hour live webinars for teaching, activities, and discussion. 
  • Four – 1 ½ Recorded  classes
  • Three – 1 hour group consultations. We will attempt to organize the groups based on your role as an educator or as a school-based MH professional.

Class 1 Webinar: Preparing Brains to Learn

  • Linking brain and body states
  • 3 questions as clues to arousal state
  • Understanding self-regulation: The skills
  • Power Players

Class 2 Recording: The Process of developing self-regulation

  • Explicitly and intentionally teaching top-down skills
  • Creating bottom-up co-regulatory experiences

Class 3 Recording: Strategies for re-wiring brains and re-patterning nervous systems

  • Promoting connection and practical neuroscience
  • Being an external regulator and practical neuroscience

Classes 1-3 Learning Objectives:

  1. Participants will learn the neurobiology impacting behavior in moments of dysregulation.
  2. Participants will learn how brain states and body states impact students’ abilities to learn.
  3. Participants will gain skills in recognizing dysregulation in students so they can intervene before it continues to escalate.
  4. Participants will identify appropriate expectations and goals in different situations, and the neuroscience behind why some strategies are more effective at certain times.
  5. Participants will learn how to teach the skills involved in mastering the ability to self-regulate.
  6. Participants will examine ways to shift daily routines to include self-reflection which supports the re-wiring of brains and re-patterning of nervous systems.

Class 4 Webinar: Growing Windows of Tolerance & Shifting Perceptions

  • Introduction to perceived threats
  • One foot in and one foot out: Regulating during moments of dysregulation
  • Behavior as attempts at regulation
  • Intentionally growing windows of tolerance

Class 5 Recording: Practical Classroom Strategies

  • Braindrops and Learning Tools: Exploration of self-awareness
  • Somatosensory Regulation & Cues of safety

Class 6 Recording: Regulating In and Out of the Classroom

  • The challenges of being an external regulator during moments of dysregulation
  • Creating regulation spaces

Classes 4-6 Learning Objectives:

  1. Participants will learn to look for clues about their own states of arousal.
  2. Participants will learn to regulate in moments of dysregulation, helping them avoid exhaustion and burnout.
  3. Participants will be able to apply proactive regulatory strategies throughout the school day.
  4. Participants will translate knowledge into creating environments that support self-awareness and self-reflection in students leading to the discovery of their own regulatory needs.`
  5. Participants will learn how to support growing students’ windows of tolerance, to more effectively re-wire the brains and re-pattern the nervous systems of students to support learning and growth.
  6. Participants will create plans to incorporate utilizing those strategies and concepts that best fit within their learning environments.

Class 7 Webinar: Relationship Challenges

  • The dynamics in difficult interactions
  • Information processing and perceived threats
  • Understanding the internal world of the student
  • Stuck in a cycle of interacting

Class 8 Webinar: Layered Behavior Plans

  • Using a regulatory lens for plans
  • Social-emotional and behavioral lagging skills
  • Collecting data and tracking progress
  • Different and complimentary roles

Classes 7-8 Learning Objectives:

  1. Participants will examine relationship dynamics and learn how to balance challenge with support, to avoid overwhelm and instead promote a sense of safety and belonging in the classroom.
  2. Participants will explore ways to promote cues of safety in the classroom and set boundaries through this lens.
  3. Participants will learn how to use a regulatory perspective when creating support plans for students.
  4. Participants will analyze and compare their beliefs around scaffolding academic versus social-emotional, and behavioral support.
  5. Participants will explore ways to collect meaningful data to track progress to guide interventions.

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