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Developing Self-Regulation in Schools.
A relational approach to optimising engagement and learning.

This bespoke, comprehensive programme of training and ongoing support incorporates whole school, whole class, and individual approaches.

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Programme Structure

Pre-training consultation

A consultation with the Head Teacher or Senior Management Team is arranged prior to the training sessions to discuss the school context and to outline specific training needs. 

A pre training questionnaire is also distributed to all staff to ascertain where needs lie at a class based level. 

Feedback  will inform the content and focus of the programme.

Whole staff training

The duration of the initial staff training programme is 6 hours.  This can be split into two, three or four sessions.  These can be delivered during in-service days or during term time as twilight/CAT sessions.   The training is participative and encourages collaborative, reflective practice.  Sessions include direct input, discussion, group work and individual review and planning.

Depending on location and requirements, course delivery can be in person or via a virtual platform.  Everything is done to ensure that participants, who have training delivered virtually, have the same experiences as they would do as if they were ‘in the room’. 

Consultancy and ongoing support

After the initial training has been completed a planning meeting with the Head Teacher or Senior Management Team is arranged and post training questionnaire distributed to identify specific needs and focus.

10 hours of consultancy and support is allocated to the school once they have completed the initial training programme.  This allows staff the opportunity to begin to translate and embed the knowledge and understanding into their daily practice, while being supported to tease out difficulties along the way. It also keeps the momentum going after the training and provides a scaffold for ongoing development.

Key learning

The training translates current science and research into accessible and practical applications that staff can implement in their own setting.  It explores adaptations that can be implemented as a whole school, in a class setting and with individual pupils.​

  • Traditional approaches to managing behaviour in schools and their limitations

  • Different patterns of behaviour and unmet needs

  • Understanding behaviour developmentally

  • Using the sequence of engagement regulate, relate, reason to inform our responses

  • Nurturing safe, attuned relationships to develop tolerance and resilience

  • The impact of insecure attachments and developmental trauma on stress responses

  • Supporting neurodivergent children in school

  • Understanding the development of self-regulation from early years to adult hood

  • Moving from co-regulation to self-regulation

  • Helping learners to recognise and deal with everyday stressors

  • Identifying unsolved problems and lagging skills that impact on a learner’s stress responses

  • Using the cycle of self-regulation to develop an essential skill base

  • Supporting the development of self-regulation through everyday routines and scripts

  • The impact of the sensory environment on a learner who is distressed and dysregulated

  • Creating a sensory diet to regulate the body and brain

  • The importance of staying connected while being aware of our own emotional state


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