The SCARF, Rocks!

I have never been a great fan of the scarf. This personal dislike goes back to the early 1980s, when my nana had good intentions of knitting me a scarf, with those bold, bright colours in the pattern. She knitted all seven grandchildren one, including a jersey each. They were knitted in chronological order of age. I was third in line-my brother first, then my female cousin. My jersey was very David Bain-like, I must say. You get the picture? Knitting was the thing to do and my nana was so fast on those knitting needles! At the time, the scarf and jersey looked good on me. I wasn’t worried about the multitude of colours on each item, but I found the wool too bloody itchy on my skin. My skin flared and became patchy. Not a good look for a young boy. Because of the skin irritation, I would only wear the scarf and jersey when my nana was present in those winter months. My mum insisted I do this. My nana always positively commented when I wore her creations.

Fast forward to 2026, I have come across a new SCARF, which I really like! SCARF fits nicely with brain science, instead of around my neck. SCARF was developed by Dr David Rock from The Neuroleadership Institute, in 2008. (I love his name by the way!) (Check-out his video on SCARF, located at the end of this blog). He has also written and co-written a number of brain-based books. One of these books is The handbook of Neuroleadership, which makes specific reference to the SCARF framework.

Figure 1: Handbook of Neuroleadership, co-written by Dr Rock makes reference to the SCARF framework

Although not a new neuroscience framework, SCARF considers the neurobiology of reward and threat. It is a flexible framework that I believe can be applied to RTLB leadership settings and RTLB mahi, in general terms. More on that later. I would now like to share this framework with you. First, I want to outline the key domains of SCARF, one at-a-time. I will do this in terms of the neuroscience of ‘reward’, but also provide a ‘threat’ alternative scenario. That way, you will obtain a greater understanding of the framework. In essence, it is a framework that promotes psychological safety for those regular work interactions (Rock, 2008). It is about minimising danger and maximising reward (Rock, 2008). He highlights two types of responses that can occur-approach or avoid:

This central organizing principle of the brain is analogous to

a concept that has appeared in the literature for a long time:

the approach-avoid response. This principle represents the

likelihood that when a person encounters a stimulus their

brain will either tag the stimulus as ‘good’ and engage in

the stimulus (approach), or their brain will tag the stimulus

as ‘bad’ and they will disengage from the stimulus (avoid). If

a stimulus is associated with positive emotions or rewards,

it will likely lead to an approach response; if it is associated

with negative emotions or punishments, it will likely lead to

an avoid response. Rock (2008, p.2)

S stands for Status

Status relates to how we see ourselves, in relation to others. Status also relates to how we ‘fit-in’ with other people. We all like to be acknowledged, valued and included, in some way. We like it when someone is respectful to us and values our expertise and experience. When we have validating social or professional interactions with another person, Oxytocin, a neurotransmitter, is released in the brain, via the Hypothalamus. It is a feel-good chemical that mitigates the stress response.

However, in our work, we don’t like being singled-out, embarrassed or our RTLB role to be minimised. In these situations, our Amygdala is activated, which causes our Prefrontal Cortex to close. This means our logical thought and problem-solving ability, is greatly reduced.

When we think of the classroom setting, Kaiako and ākonga like to have some form of status as well. Kaiako like their professional knowledge, expertise and experience to be valued and appreciated by their colleagues. They also like to be valued and appreciated by the children they teach. Also, similarly ākonga like to be valued and appreciated by their kaiako. It is a two-way streak. Teenagers especially, like to have status within their friendship or peer group. Status in the classroom and school setting, as outlined above, is multi-layered. Status is very much a basic human need.

C stands for Certainty

People crave certainty. This is promoted by having regular routine and structure. It is also helpful when regular routine and structure, is repeated. Our brains thrive on such a rewarding approach. On the other hand, our brains do not like the unknown or a sense of unpredictability.

When there is unpredictability, the Amygdala can be activated and we are likely to go into a ‘flight’ or ‘fight’ response. In this situation, we can become angry, frustrated or even irrational in our thinking. Our brain though, thrives when clear goals, roles, responsibilities and timelines are in place. We also like to know what our ‘part’ is in a team partnership and know the ‘part’ that others play, within that partnership. Committed partnership, in essence, is based on certainty, not ambiguity. No grey areas. When there are too many grey areas, our brain becomes threatened in some way. The release of the ‘stress hormone’, Cortisol, occurs in our Adrenal Gland and when too much is released, it can cause our Prefrontal Cortex to close. These processes happen automatically at a sub-cortical level within the body.

Think of the classroom setting, as well. All ākonga thrive on certainty and it helps their body stay in homeostasis where our circulatory and respiratory systems, as well as other internal systems, are in equilibrium or balance. This means their heart and breathing response are regulated.

However, we have all been in classrooms where adult uncertainty raises the possibility of student dysregulation, which causes their body systems to become activated or stressed. Some students who are in tune with their body signals (i.e. interoception) will often notice their thumping, racing heart, or they will notice their fast, shallow chest breathing.

All brains, young and old, struggle with forever-changing goalposts or with significant change processes, some of which are simply out of our control. Global events have made the world a very uncertain place-Covid and multiple wars, come to mind. Given this uncertain world, schools need to plan for as much certainty as possible. This starts with kaiako maintaining significant structure and routine in their classroom. This is something they can control and plan for.

A stands for Autonomy

Autonomy is where people have the power to act, have the time and space to make important, independent decisions. This can lead to making a positive difference in some way. It is about having a sense of control. When autonomy is occurring, it keeps our Prefrontal Cortex online, where those neurons keep firing! It also keeps us in homeostatic balance where our bodily internal systems (e.g. heart, lungs, kidneys) are in regulation mode. Promoting autonomy is such an empowering process and is a basic human need. It is also giving people a voice so they can complete tasks and share their wins and challenges along the way. Leaders in any organisation need to take note of the positive outcomes of autonomy.

On the flip side, our brain becomes threatened when we have less autonomy. This is where we only have a narrow pathway to act or have limited decison-making ability. Our independence is stifled. Our brain also feels threatened when there is too much of a ‘power-over’ leadership approach, where we are micro-managed on a regular basis. This is when autonomy is stifled. This approach leaves us feeling deflated wanting to escape reality!

If someone is capable of completing a task, they need to be trusted to complete it. If they are not given the chance to complete tasks that they perceive themselves as manageable, their brain can go into a flight or fight mode. They may even dissociate from others where they withdraw into themselves. In both states, they may therefore not be present mentally which means they are not contributing to the organisation’s goals or values.

In order to ‘manage’ their classrooms, some teachers often reduce their student’s autonomy by taking away their ability to make choices, stifling their independence. By not giving them choice, A or B, this lack of autonomy can make ākonga feel marginalised and dissatisfied. Additionally, when students are denied a voice, kaiako may observe an increase in externalised behaviours.

That is why Collaborative and Proactive Solutions (CPS) is such a powerful game-changing intervention, because it increases student autonomy by moving away from ‘adult-theorising’-adults making (Plan A) decisions on how things should be done. Rather, with CPS and a Plan B conversation, ākonga are making decisions in a collaborative partnership with kaiako on what they think are the best solution(s) to overcome a specific difficulty.

R stands for Relatedness

This is about promoting connection and safety with those people we interact with. The brain thrives when it is surrounded by safe people. When we first meet a stranger, our brain is initally in threat response, but when positive social interaction starts to flow, the brain shifts more towards a reward response. Subconciously, our internal neuroception radar is scanning the people we interact with (and the environment) on a daily basis. This is a constant, automatic, sub-conscious process. Our brain is constantly evaluating, Are they a safe person? Is this person a threat? Is my environment safe or a threat?

Coregulation is an excellent way to promote connection and safety. Between two people, coregulation occurs when there is congruent body language-open, inviting body posture. This also includes having a modulated voice tone and pitch. These interpersonal cues are rewarding for the brain because they help build connection and safety, and ultimately ‘relatedness’.

Coregulation also means using less words and just been there physically and emotionally for someone whose brain is stressed and gone off-line, so-to-speak. A regulated person can certainly help a dysregulated person become regulated, again. That is, get their brain back on-line where their Prefrontal Cortex is functioning again.

When someone’s body language is either incongruent, closed or defensive or they are using a dismissive or defensive tone of voice-this will not enable us to build connection and safety with them. Marginalising one’s thoughts or actions is also an example of ‘non-relatedness’. Ghosting, where all communication is cut off, is an extreme version of ‘non-relatedness’. A real threat to the brain.

Being relatable though, means we can and should challenge someone’s beliefs, thoughts or actions in the moment, when the need arises. ‘Challenging respectfully,’ is important. We need to hold people accountable for their actions (or because of their in-action). Communication theory suggests that how we say something is more important than the words we use. When we are on the receiving end of another person’s shoddy interpersonal skills, our brain will feel threatened in some way. The limbic system part of the brain, which is the emotion centre, will become activated and our Prefrontal Cortex , will shutdown.

Figure 2: Limbic System Figure 3: Prefrontal Cortex

Think of times in the classroom, where a kaiako has not related appropriately with their ākonga. The student will often become dysregulated going into a hyper-arousal (i.e. flight-fight) or hypoarousal (i.e. withdrawn, quiet) state. In this situation, their Prefrontal Cortex has closed and Cortisol, the stress hormone, has been released.

F stands for Fairness

To explain this concept of fairness, I want you to imagine a continuum. Being fair, is about having a neutral stance, where you are positioned directly in the middle of the continuum. You don’t want to be placed too far at one end of the continuum where you overly favour something or somebody. This stance to one side is known as favouritism. At the other end of the fairness continuum, is where you are not in favour of someone or something. At the extreme, this stance to one side is seen as discrimination. A person who demonstrates unfairness, often jumps to conclusions without gathering necessary evidence for a situation. Too much judgement, driven by emotion and not enough active listening, is a recipe for disaster. These communication traits are a significant threat to the brain, for an individual on the receiving end. The aim is to be in the middle of the continuum as much as possible with your communication. If you gravitate to one side of the continuum too much, people may perceive you as being somewhat unfair.

However, when a person is in the company of someone who is perceived as being fair, this will calm their Amygdala and keep their Prefrontal Cortex, open. Their body’s energy levels will be at a sufficient level which means they will be in a state to interact positively with others.

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Figure 4: People decide whether something or someone is being fair or unfair

Fig 5: When unfairness is perceived, a stress response will occur inside the brain and body

Being fair means promotion of a win-win scenario-I win and you win. People who are regarded as selfish are not always good at promoting fairness. This is because they are solely intent in finding out: What is in it for me? Selfless people, on the other hand, often strive for fairness, but sometimes can spend too much time filling their own bucket and not focusing on filling their own. This can leave them feeling energy depleted.

The concept of Fairness also includes how an organisation sets their range of policies and procedures.

Organisational ways of working will be perceived by employees as a threat or as a reward, based on whether they think a decision, action, or experience is fair or not. The brain reacts (at the sub-corticol level) within a micro-moment of a second whether incoming sensory information (such as auditory and visual) to the brain is perceived as a threat or reward. Policies and procedures which are administered unfairly and complemented with flippant, dismissive or inappropriate comments by leadership staff will likely cause a stress response for employees. Witnessing such comments, means the brain is likely to go into a flight-fight mode or even a shutdown response. When comments are positive and fair, the brain is likely to be in a relaxed state, ready for learning and open to deeper thinking possibilities.

A lack of fairness seems to be a real issue in some schools. I have lost count the number of times I have come across ākonga who have perceived a situation or incident as unfair in school that impacts directly on them. Having fair outcomes, is important for children and youth! I believe it is currently a topic that can be minimised by some educators. It needs addressing not just in schools, but in society, generally. A starting point is having open, honest discussions where children and youth feel validated. Making the time to do this, is important. Too often, restorative conversations are watered-down, rushed and a solution is forced. The result of this is often unfair outcomes. When restorative conversations are done well-like CPS-it is a powerful and transformative process.

Figure 6: SCARF: Key questions to reflect on SCARF Framework and RTLB Mahi

I believe the SCARF framework has significant merit in RTLB mahi because it is based on neuroscience. I encourage you to delve into it. It is a flexible framework that can be applied to a range of contexts and settings. If you are in a leadership position within the RTLB service, take a moment to reflect on those professional interactions that have gone well, in recent times. I bet most, if not all of the SCARF domains, were present in your interaction. Now take the other side of the coin-those professional interactions that did not go particularly well. Reflect on the SCARF framework. What SCARF domains were present and what one’s were absent? RTLB can also reflect on the SCARF framework within their RTLB Liaison role and RTLB caseload, in general terms. We can promote SCARF with schools and kaiako, giving them the confidence to reflect on what domains of SCARF were present or absent when they are interacting with their children. If a particular domain was absent, it seems relevant and sensible that we need to hone future kōrero on that particular domain that is absent.

Also, by using the SCARF framework within our RTLB leadership and/or RTLB role, we can become quite discerning in nature. What domains of SCARF do I have a natural affinity for? What domains of SCARF do I naturally have difficulty with or don’t find easy promoting? By answering these questions, we can promote positive behavioural change.

However, like anything, SCARF is not a panacea for all of work’s problems or issues. Nothing is. However, being mindful of its domains and using them willingly will help diminish stress within the brain-for you and those people you professionally interact with. It’s that simple. I recommend that you use the SCARF framework, proactively before problems arise. Use it in everyday communication-act and then reflect on the framework, just like you do with other frameworks, strategies and tools.

As a society, we need to promote person-centred frameworks like SCARF, more and more. This is because as a society we have become more isolated and fractured. Ongoing, prevalent and addictive use of SMART phones is an example of isolation and fracture, at play. Prevalent and addictive use of SMART phones doesn’t build true connection and safety among people. We therefore need to build SCARF into everyday face-to-face interactions, don’t you think?

Now, I am off to find my scarf and jersey, from my childhood. I think they are in an old suitcase, in the garage...a time to reminisce!

SCARF Reflection Questions:

S = Status:

1. How do you promote Status with other people?

2. What are 1-2 ways you can promote Status with people?

C = Certainty:

1. How do you promote Certainty for other people?

2. What are 1-2 ways you can promote Certainty with people?

A = Autonomy:

1. How do you promote Autonomy for other people?

2. What are 1-2 ways you can promote Autonomy with people?

R = Relatedness:

1. How do you promote Relatedness for other people?

2. What are 1-2 ways you can promote Relatedness with people?

F= Fairness:

1. How do you promote Fairness for other people?

2. What are 1-2 ways you can promote Fairness with people?

Website:

http://www.neuroleadership.com

A global research and training organisation that applies neuroscience to leadership development, performance management, and organisational culture. Dr David Rock founded the institute in 2007. He is well known in coaching circles.

Reading:

Rock, D. (2008). SCARF: A brain-based model for collaborating with and influencing others. Neuro Leadership journal, 1 (1), 44-52.

Access article here: SCARF

Video:

SCARF Model Influencing Others with Dr David Rock

Visual: SCARF summary

Glossary Summary (by AI):

Adrenal Glands:

Adrenal glands are small, triangular-shaped endocrine glands located on top of each kidney. They produce vital hormones—including cortisol, aldosterone, and adrenaline—that regulate metabolism, blood pressure, the immune system, and the stress response. They are crucial for maintaining life-sustaining bodily functions.

Amygdala:

The amygdala is an almond-shaped set of nuclei in the brain's temporal lobe, acting as a core component of the limbic system to process emotions, particularly fear, anxiety, and motivation. It functions as a "smoke detector," initiating fight-or-flight responses, influencing memory consolidation, and regulating social cues.

Coregulation:

Coregulation is the interactive, back-and-forth process of emotional and physiological soothing between two people—typically a caregiver and a child—that helps manage stress, stabilize arousal, and build future self-regulation skills. It involves calm, nurturing presence, empathy, and responsiveness, allowing one person’s regulated state to soothe another’s dysregulated state.

Cortisol:

Cortisol, produced by the adrenal glands, is a crucial steroid hormone regulating metabolism, immune response, blood pressure, and sleep-wake cycles. As the primary stress hormone, its levels rise during danger or chronic stress.

Flight-Fight Stress Response:

The fight-or-flight response is an automatic, acute survival mechanism triggered by perceived danger, causing the sympathetic nervous system to release adrenaline and cortisol. It causes rapid heart rate, heightened blood pressure, accelerated breathing, and muscle tension to prepare the body to either fight or flee from the threat.

Ghosting:

Ghosting is the abrupt cessation of all communication with someone—in dating, friendships, or work—without explanation, often ignoring further contact attempts. Common in digital dating, it is usually driven by a desire to avoid confrontation, emotional discomfort, or a lack of interest.

Homeostasis:

Homeostasis is the self-regulating process by which biological systems maintain a stable internal environment while adjusting to external changes. Derived from the Greek words homoios ("similar") and stasis ("standing still"), it refers to the body's ability to keep its internal state in a "dynamic equilibrium" rather than a perfectly fixed point.

Hypothalamus:

The hypothalamus is a small, almond-sized structure located deep in the brain that acts as your body's "smart control" centre. Sitting just below the thalamus and above the pituitary gland, it is the primary link between your nervous system and endocrine (hormone) system. Its main job is to maintain homeostasis, keeping your body in a stable, balanced state by reacting to chemical messages from nerve cells and the blood.

Oxytocin:

Oxytocin is a hormone and neurotransmitter produced in the Hypothalamus that acts as the body’s primary driver for social bonding, trust, and sexual reproduction, often nicknamed the "love hormone". It plays crucial roles in inducing labour contractions, aiding lactation, and fostering parent-infant attachment, while also reducing anxiety and stress.

Prefrontal Cortex:

The prefrontal cortex (PFC) is the cerebral cortex area at the front of the frontal lobe, responsible for complex cognitive behaviour, personality expression, decision-making, and moderating social behaviour. It acts as a central hub for executive functions—including working memory, attention, and impulse inhibition—and matures fully around age 25.