Page 18 - Course 3 Neurobiology Part 2 Brain Stress

What should I practise now?

SKILLS TO PRACTISE / STRENGTHEN RAG

UNDERSTANDING WHAT HAPPENS UNDER STRESS HELPS US SUPPORT CHILDREN TO GET BACK ON TRACK.

1 Make sure everyone understands what happens to the body and brain (the neurobiology) when

needs are not met so that adults shift from a blame culture in which children may be viewed as
‘naughty’ or ‘making poor choices’ to children who we need help to feel better so they can do
better.

2 Work hard with children to reduce stressors. That means being ‘Curious not Furious’ when things
go wrong and helping children to work out how to reduce stressors effectively.

3 Reduce sensory stressors by working with a child to discover the best scaffolds – this might be ear

buds, darkened lenses, a weighted cushion or regular movement breaks. It might be alternative
provision for some children at lunchtime who find the regular playground difficult to navigate.

Always plan a ‘Pathway to Independence’ so children can manage independently in the long term.

4 Give children daily opportunities to lower the stress chemicals in their bodies generally. Help

children find out what helps them to experience calm best. Is it ‘Beanie Breathing’ (a way of

teaching mindful breathing to even very young children)? Painting? Dancing? Knitting? Listening

to calming music? Running? Cloud watching? Once they know, plan these tasks at least daily –

even if only for a few minutes.