TE WHARE WHAKARURUHAU
The Neurosequential Model
The **Neurosequential Model in Education (NME)** is a trauma-informed approach that helps educators understand how a child’s brain develops and how experiences—particularly stress and trauma—can impact learning and behavior. Developed by Dr. Bruce Perry, NME emphasizes that a child’s brain is shaped by their experiences, and this influences how they function in the classroom.
The model focuses on three key areas of the brain:
- The brainstem, which controls basic survival functions like breathing and heart rate,
- The midbrain, which regulates emotions and movement,
- The cortex, which handles higher-level thinking, problem-solving, and learning.
The NME offers valuable insights into why students may struggle with self-regulation, focus, or social interactions, particularly if they’ve experienced trauma or ongoing stress. The model encourages understanding a child's developmental stage, not just their chronological age, and adapting strategies to meet their needs.
By aligning teaching methods with a child’s brain development and addressing their emotional and sensory needs, educators can create better conditions for learning and engagement.
These are excellent short videos where Dr Perry explains the neuroscience of stress and trauma. It is best to watch the first five, followed by the next series.
The second series provides more practical strategies.
The Polyvagal Theory, first published in 2011, is a seminal text by Stephen Porges. It encapsulates decades of his scientific research which can be applied to treat not just trauma (stored in the body), but also anxiety and depression.
Polyvagal Safety is the second compilation by Stephen Porges-based on his ongoing research, since the publication of The Polyvagal Theory, in 2011. Porges highlights the importance of safety with other people.
Sarah Butler provides a clear description of Polyvagal Theory and how it can support students who are emotionally dysregulated at school.
This is the seminal article by Stephen Porges, developer of Polyvagal Theory, in 1994. It is full of scientific concepts and explanations and may require some repeat reading as a way to understand what has been written!A strong recommendation is this article is read once you have accessed and experienced the other Polyvagal Theory resources outlined on the website.
Deb Dana, in her own right, is a leader in the Polyvagal Theory field and works closely with Stephen Porges. She is a Social Worker Therapist. She has simplified Porges’s work and distilled it into everyday language where most of us can understand!
This video is an excellent introduction to Polyvagal Theory, and includes an explanation of the Autonomic Ladder. Deb Dana provides simplistic explanations that are regularly presented in the video. Notice her calm, melodic voice-very soothing!
This video promotes a Polyvagal lens and provides additional information around trauma and drills-down on Adverse Childhood Experiences (ACES). It also reinforces the principles of Polyvagal Theory: co-regulation and neuroception.
The physiological sigh is currently the gold standard in breathing techniques. This has been proven in research in neurobiology laboratories in the United States (e.g. Yale, UCLA).
Ben Ahrens, was a semi-professional surfer and then his body shut down, struggling to walk and stand. In this video he provides an additional variation to the Physiological Sigh, involving clicking of fingers and clapping. This variation can be easily applied to the educational environment. His technique is very rhythmic, repetitive, relaxing and easy to perform!
