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It is time to integrate the valuable insights and trauma-informed, community responsive approaches with the laws and mandates governing behavioral health. First, we will clarify the alphabet soup of educational acronyms as we examine the hierarchy of laws and rights that guide our work in implementing behavioral health in education while ensuring compliance with special education regulations. Next, we will discuss the importance of federal rights and how they are applied specifically in the state of Colorado, including a comparison of Individualized Education Programs (IEPs) and Section 504 plans to highlight educators' responsibilities in each case. We will also explore pathways to support and success by learning about the Child Find process, with a focus on the obligations of educators. Additionally, we will explore the intersection of Multi-Tiered Systems of Support (MTSS) and special education identification, as well as some criteria that determine a student’s eligibility for special education services. Join us to learn how to stay compliant without losing the heart of education! -
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. -
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.
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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. -
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.
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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! -
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!
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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. -
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. -
This is a therapist-designed course that assists teachers, early-childhood educators, and caregivers in learning how to support the nurturing of social-emotional development in a group and classroom setting. Looking for a fresh explanation on why children feel and act the way they do? Curious about the relationship between brain development and perception? Want to know how the nervous system lives up to its name? Learn this and more! Scroll down for course details and objectives. -
Join us for this 2-hour course as we explore how Safety and Belonging Start with the Brain! A felt sense of safety and belonging isn’t just nice to have—it’s essential for learning. While educators pour energy into creating welcoming spaces, students’ brains don’t always interpret experiences in those environments as safe. Fear-based behaviors can emerge even in classrooms that look warm and inviting. As school-based or clinical mental health professionals, or others working with adults, we have a unique opportunity to bridge that gap. By helping educators understand how the brain perceives safety and threat, we can shift their approach and profoundly impact students' sense of security and connection. This course offers practical insights grounded in brain science to support student mental health and help every learner feel seen, safe, and ready to engage. What You'll Learn: ✔️How to create emotionally safe brain-aligned spaces that help students move through dysregulation and back to connection. ✔️Strategies to build trust and belonging within classrooms and across school communities, creating a foundation for thriving relationships. ✔️Tools to shift mindsets – empowering students and educators to approach challenges with curiosity instead of fear, promoting resilience and growth. Who Should Attend? This training is designed for school-based and clinical mental health professionals, or others who support educators and students. Whether you work directly in schools or in private practice, you’ll leave with insights and tools you can use immediately to help educators bridge the gap between creating welcoming environments and cultivating felt safety and a sense of belonging. 💡 Join us and learn how to foster felt safety and belonging for both students and educators. -
Join this self-paced, 100% online behavioral health program that meets the Colorado’s Department of Education behavioral health relicensure requirements and equips professionals nationwide to champion student well-being, navigate classroom challenges with confidence, and learn about federal education mandates.
About the Program In just 15 hours, teachers, school counselors, psychologists, social workers, educational leaders, paraprofessionals, behavioral specialists, and social‑emotional behavior support coaches will learn practical strategies to increase engagement, improve students’ focus, and support the well‑being of both students and educators. The program is grounded in trauma‑informed, neuroscience‑backed, and neuro‑responsive practices.
By taking SEI’s Behavioral Health Program, you’ll gain practical knowledge in:
- How stress and anxiety impact learning and behavior
- Expanding students’ windows of tolerance for better stress management
- Nervous system regulation strategies to move from reaction to intention, and reduce burnout
- Federal and state education laws, including IDEA and ECEA
- Suicide awareness and prevention resources
- Systemic practices that support all learners and foster supportive learning environments.
Unique Program Benefits
- Meets all three requirements from the Colorado Department of Education for Behavioral Health Relicensure met in just one program
- Designed by educators for educators
- Brain-based strategies that improve school communities and culture
- Continuing Education credits
- Complete on your own time from anywhere
- 1-year access to program and modules
- Neuroscience, Trauma-Informed Practice, and Legal Clarity All-in-One
Why SEI SEI is centered around student and educator growth, providing educators with evidence-based strategies rooted in neuroscience and nervous system regulation to reduce workload, navigate daily classroom challenges with confidence and ease, and help students learn and thrive.
Get Started with SEI’s Program
Join us, not to meet a standard, but to create a new one!
