When the brain is being pulled into a fight/flight direction,the emotional threat is no longer just external it becomes internal,the survival pathways are now switched on. It doesn’t matter how good your content or lesson is. The brain isn’t solving or learning,it’s protecting.

Pupils cannot learn if they are anxious, stressed, worried, or afraid. Their brain is not absorbing the lesson.Its searching for safety.

The brain develops from the bottom up. 1.Brainstem 2.Limbic 3.Cortex Typical development would mean that children shouldn’t have to be living in survival mode. Growing up without safety & relational wealth . When your emotions felt too much,your body didn’t know where to put them.

For pupils to thrive in school,they need their survival & emotional needs met first.This is where the brainstem,survival & limbic attachment system come in.The brain needs safety & connection before learning becomes possible. 1. Safety. 2.Connection. 3. Regulation. 4. Learning.

Ticket sales into double figures already. Parents,educators,nurseries,anyone who works with children. Join me in supporting regulation & lowering stress supporting children & young people. How to regulate a brain & nervous system in distress through an easily understandable lens.

Gerry Diamond.@gerrydiamond1971.bsky.social · 7d ago

www.eventbrite.co.uk/e/1999095862...

Impulse cognitive control is not something that a pupil can decide to switch on through punishment,isolation, detentions & suspensions. It is developed through brain maturation,repeated experiences of support,positive reinforcement,awareness, modelling & practices.

Ticket sales into double figures already. Parents,educators,nurseries,anyone who works with children. Join me in supporting regulation & lowering stress supporting children & young people. How to regulate a brain & nervous system in distress through an easily understandable lens.

Gerry Diamond.@gerrydiamond1971.bsky.social · 7d ago

www.eventbrite.co.uk/e/1999095862...

www.eventbrite.co.uk/e/1999095862...

Adversity to Hope Dysregulation to Regulation Supporting Young People

This presentation will focus on working with young people's dysregulated behaviour helping them find safety.

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Schools should be places where children feel safe, supported, free to explore, grow develop & learn. Not a place to endure.

In educational settings,you cannot undo behaviour patterns that may have developed over months or years through punishment & isolation. Lasting behavioural changes require relationships,time for new skills,ongoing support & responses to be learned.

Helping a pupil regulate & bring them back into balance isn't rewarding bad behaviour, it’s a fundamental part of our role. Sometimes, they just need to be seen, heard, & understood.

A child growing up in a toxic environment can leave them becoming more easily dysregulated.Their nervous system has experienced too much too soon increasing the brain’s reaction to stress. The brains “smoke alarm”the amygdala becomes over sensitised detecting danger more quickly.

A timely reminder when some of your pupils return to school tomorrow,consider that some of them may have had challenging summer breaks. Don't make them rehash by asking, "How was your break."Instead, just tell them you missed them, & you're happy to see them again.

Edu settings using insights from brain science & the nervous system,how pupils process information & manage emotions creates a shift from just managing behaviour to understanding the biological roots.This fosters emotional regulation & transforms how children experience school.

Understanding the impact of stress & trauma on the brain & body allows educators to create supportive environments for all pupils. This would help educational settings respond in a way that shifts from reactive discipline to attuned brain & nervous system regulation support.

The people in your age group who did not experience life altering trauma absolutely had an advantage over you. Your brain was focused on survival and they were free to grow and develop. You may feel behind, but it's because you were doing your best to survive.

Understanding the behaviour of pupils with avoidant attachment styles is crucial is educational settings. Often your most hard to reach pupils use attachment strategies to reduce the likelihood of danger. It is critical that we work to identify & directly address danger.

How often is this taught to educators? When the brain pays attention to threat the nervous system stays in survival mode,so we respond to the survival mode without understanding the reason why it is happening. 🧵

When a pupils cortex is vulnerable it channels all its resources to safety. This isn’t a pupil being difficult or defiant,their brain is in survival mode. This affects their ability to regulate,learn, focus,problem solve & sustain attention. We need to get the cortex back online.

Pupils operate from 3 nervous system states. Safety.Stress.Survival. Each one produces a different behaviour & each one requires a different response.The problem here is that most educators are not trained to respond or have awareness around these brain & nervous system states.

One of the most valuable things we can teach pupils isn’t just what to learn ,but when to recognise when they are in the best state to learn. When we give pupils a roadmap about how their nervous system responds to safety & threat,we are giving them a toolkit throughout life.

The more schools that recognise what's underneath the behaviour the better. Understanding that children from chaos, adversity unpredictability & threat come into our schools with toxic levels of stress. Pupils who were raised in survival mode & view the world differently.

Trauma produces many forms of dysregulated states for our most troubled pupils. Autonomic nervous system stuck in, fight,flight,freeze. Emotional dysregulation struggling with intense reactions. A narrow window of tolerance & neurobiological changes in crucial brain structures.

11/12th left. I have 5 different presentations for organisations to choose from. Pop me an email to discuss what one may benefit your settings most & I can talk you through it.

Gerry Diamond.@gerrydiamond1971.bsky.social · 3mo ago

Learning environments have changed dramatically that staff may never have been trained for.I have only 3 in person dates available,10,11 ,12 Aug. How trauma re-shapes children. Learning about developmental trauma.Neuroscience behind behaviour,emotional regulation & attachment.

In educational settings the biggest need for our young people is emotional availability. Emotional availability creates the brain states that pupils need for safety,connection & learning. A pupils nervous system reads how we are before it can process what we say.

Stephen Porges polyvagal theory helps broaden our understanding of the nervous system & physiological states . I have spent a lot of time this term teaching it to our pupils with the power of self-regulation to support their brain health & emotional well-being.

“It is not defiance,it is distress.” The sentence that changes everything. An overwhelmed brain can’t access learning logic or self -control.Pupils are not choosing to”act-out”they are showing us through behaviour. So much changes when we understand why the behaviour is happening.

Infused trauma informed/ responsive principles. Repair after a rupture. Use time in, instead of time out. 👇👇👇 Our aim is to help our young people regulate their nervous system and regulate themselves. It is important how we coordinate our response and sequence our response.