.png)
If you are new to Trauma-Informed Practice (TIP) in education, or even a seasoned professional, the idea of creating safe, connected and relational spaces is the foundation to academic and behavioural success for all ākonga, not just those impacted by trauma. What is important to consider? Firstly, delving into relevant TIP research is most useful. What the research highlights is that a relational, compassionate and safe approach is essential, even when ākonga behaviour is challenging (Howard, 2019; Morgan et al, 2015; Puchner & Markowitz, 2023). What the research also clearly shows is the ineffectiveness of kaiako responding to behaviour using punitive methods (Berger & Martin, 2021; Chafouleas et al, 2016; Collier et al, 2020).
To understand why this is so we need to also understand the basic neuroscience, which is aligned with this research, in order to effectively support kaiako and ākonga, in kura. No- you don’t need a PhD in neuroscience (although this would look good on your CV). You just need to possess some basic knowledge about brain organisation and the sequence of engagement in the learning space. This is where the work of Bruce Perry, global neuroscientist and psychiatrist, comes into focus.
In his training videos (Insight for Kaiako Series), Bruce Perry discusses the human brain, and how it is sequentially developed from the “bottom-up”. The Brain Stem (lower-brain) develops first; the Cerebellum and Limbic System (midbrain) develops next; and the Cortex (upper-brain), is last to develop.
The Brain Stem, which sits at the bottom of the brain, is a stalky-like structure that connects to the Spinal Cord, which runs down our body. It helps, among other things, to control our breathing (lungs) and blood pressure (heart), and helps with vision and hearing (senses).
The Cerebellum plays a vital component in muscle control, movement regulation and balance.
The Limbic System links to our behavioural and emotional responses. It includes the Amygdala, which is a paired structure located in the Temporal Lobe. It has a role in memory and learning, but is also a key component in the Fight-Flight-Freeze-Fawn response.
The Cerebral Cortex, is the outer layer of the brain and appears wrinkled. The Cerebral Cortex is where all learning, planning, decision-making and performing tasks, occurs.
Figure 1: Organisational structure of the brain-developed sequentially from the “bottom-up”
To further understand Bruce Perry’s Neuro-sequential-Model of Education (NME)-Regulate, Relate and Reason, kaiako must first have a basic knowledge of the organisational structure of the brain, and align to this structure. NME assists kaiako to understand the sequence of engagement that can be applied with all ākonga, not just those impacted by trauma. That is, kaiako must first provide all ākonga with Regulate strategies such as movement, breathing, mindfulness and heavy-lifting activities that keep their Brainstem and Limbic System (Amygdala) calm. Kaiako should complete any regulation activities that are rhythmic and repetitive alongside ākonga, reaping the physiological benefits together. This is known as Co-Regulation. When kaiako regularly embed regulation activities across the school day, they are more likely to access ākonga’s Cortex for learning. Bruce Perry says, “The Cortex is open for business” and that it is “state-dependent”. It relies on lower parts of the brain (Brain Stem, Amygdala), to be regulated.
We can only Relate to ākonga, when they are regulated. Relate means having an attuned relationship with them, which is developed incrementally over time. It is increasing their felt sense of safety by making sure our body language is welcoming to ākonga, our tone of voice is even and the verbal messages we promote are appropriate-clear, concise and mana-enhancing. Relate is knowing your ākonga at a deeper level, not just knowing their interests and strengths, at a superficial level.
When kaiako adhere to the Regulate-Relate sequence, they are certainly helping to desensitise the brain’s stress (Fight-Flight-Freeze-Fawn) response, their own and ākonga. Kaiako can then start to Reason with ākonga, promoting engaging and fun learning activities. All too often, kaiako jump to Reason, expecting ākonga to learn when they are not actually regulated (i.e. ākonga stress response is activated in their brain). Or, kaiako have not done the necessary groundwork at the Relate level.
Figure 2-Bruce Perry’s NME model-sequence of engagement
Personally, having been an RTLB for over twelve years now, the TIP RTLB journey has seen an evolution of my practice, impacted by TIP and neuroscience evidence and resources shared in this blog post. Supporting school staff, using the 1+ philosophy with “one visual and one video at a time” has helped me promote neuroscience information in manageable, workable chunks. This approach has given school staff a direct pathway to the wonderful world of neuroscience and an insight into how they can keep themselves regulated in their learning spaces.
Key Video Resources:
Bruce Perry’s Series One - Stress Trauma and the Brain
Insights for Kaiakos Ep. 1 - The Neuro-Sequential Model
Insights for Kaiakos Ep. 2 - How Stress Impacts the Brain
Kathryn Berkett (Aotearoa Neuroscience Kaiako) - Red brain, green brain
References
Berger, E., & Martin, K. (2021). Embedding trauma‐informed practice within the education sector. Journal of Community & Applied Social Psychology, 31(2), 223-227.
Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2016). Toward a blueprint for trauma-informed service delivery in schools. School Mental Health, 8, 144-162.
Collier S, Bryce I, Trimmer K, and Krishnamoorthy G (2020). Evaluating frameworks for practice in mainstream primary school classrooms catering for children with developmental trauma: an analysis of the literature. Children Australia 45: 258–265.
Howard, J. A. (2019). A systemic framework for trauma-informed schooling: Complex but necessary!. Journal of Aggression, Maltreatment & Trauma, 28(5), 545-565.
Morgan, A., Pendergast, D., Brown, R., & Heck, D. (2015). Relational ways of being an educator: Trauma-informed practice supporting disenfranchised young people. International Journal of Inclusive Education, 19 (10), 1037- 1051.
Puchner, L., & Markowitz, L. (2023). Elementary Teachers' Experiences with Trauma-Informed Practice. International Electronic Journal of Elementary Education, 15(4), 321-332.
Such a useful explanation linked to research.