The Regulated Classroom is a somatosensory and Polyvagal-informed approach to creating safety and connection in the classroom.
The Regulated Classroom: “Bottom Up” Trauma-Informed Teaching© is a new Tier 1 somatosensory and Polyvagal-informed approach to creating a safe and connected classroom environment. The approach helps educators operationalize an understanding of how the body’s stress response system, the autonomic nervous system (ANS), functions and impacts behavior. In particular, educators learn how physiological state impacts range of resilience (Levine, 2008) or window of tolerance (Siegel, 1999) in themselves and their students.

The Regulated Classroom© helps educators deepen self-awareness about stress activation in their bodies. The premise is that if educators experience an increased capacity for self-regulation, they are better equipped to co-regulate with hypo- or hyper-aroused students and re-regulate the collective. Educators experience their own stress reactions when they encounter student stress reactions. Sometimes the over or under activation of the teacher’s physiological state serves to heighten or dampen the collective state of the class. This dynamic phenomenon undermines the relational connection between educators and their students. Moreover, it may fuel vicarious trauma or burnout in an educator. The Regulated Classroom helps to diminish the likelihood and frequency of these occurrences.

The Regulated Classroom is a somatosensory and Polyvagal-informed approach to creating safety and connection in the classroom.

The Regulated Classroom: “Bottom Up” Trauma-Informed Teaching© is a new Tier 1 somatosensory and Polyvagal-informed approach to creating a safe and connected classroom environment. The approach helps educators operationalize an understanding of how the body’s stress response system, the autonomic nervous system (ANS), functions and impacts behavior. In particular, educators learn how physiological state impacts range of resilience (Levine, 2008) or window of tolerance (Siegel, 1999) in themselves and their students.

The Regulated Classroom© helps educators deepen self-awareness about stress activation in their bodies. The premise is that if educators experience an increased capacity for self-regulation, they are better equipped to co-regulate with hypo- or hyper-aroused students and re-regulate the collective. Educators experience their own stress reactions when they encounter student stress reactions. Sometimes the over or under activation of the teacher’s physiological state serves to heighten or dampen the collective state of the class. This dynamic phenomenon undermines the relational connection between educators and their students. Moreover, it may fuel vicarious trauma or burnout in an educator. The Regulated Classroom helps to diminish the likelihood and frequency of these occurrences.

https://www.eventbriteapi.com/v3/events/106422173586/The Regulated Classroom is a somatosensory and Polyvagal-informed approach to creating safety and connection in the classroom.