Page 4 - Infographics Units 1 to 5

What is the key information to remember from this unit?

There are genuine reaseans why some people nd it easier to do well and other people struggle to manage

Other children are not so lucky.

They have not built such strong brain These children do not have such
strong Executive Function skills
STRESSFUL path ways due to one or more of
Some children enjoy strong attachments, good EXPERIENCE the following and often have higher levels of
basic care and plentiful positive, enriching stress chemicals in their body.
experiences. This helps to fill the child’s POSITIVE Poor attachments It makes life more di cult for
EXPERIENCE them to follow routines and do
‘5C Needs’ what is expected. It also means
and keeps stress levels low in the body. Lack of enriching experiences they may react to stressors more

easily and strongly.

Strong attachments and positive, enriching Adverse experiences and trauma
experiences also build strong brain pathways
and Executive Function Skills. This makes it Neurodi erence

easier for a child to follow routines and their brain is wired di erently, It is not
do what is expected. not due to environment or their fault
experiences, but due to genetics.

How can I apply this information into how I support children and what I say and do?

By helping everyone understand why some children struggle, communities move from blame and shame to nurture and support

We need to make sure everyone understands We need to make sure children who are LANGUAGE MATTERS When children are

why some children struggle more than others struggling do not feel blamed, bad or struggling, we need to
and how our experiences, or simply the way our stupid. We should explain that there are we should use the language of help them to recognise
brain is wired, makes a di erence to how we genuine reasons why they are struggling, skills (finding something easy or and fill unmet needs,
manage in school and at home each day. but it is vital they work with us to develop di cult) and whether it is a helpful lower their stress levels

the skills to do better or unhelpful behaviour rather than and build missing skills.
When everyone understands, it is easier for (high expectations, high support). the language of choice or ‘good’
people to be empathic and help others to feel and ‘bad’ behaviour.
better and do better.

When people do not understand, it leaves them ‘helpful’ ‘good’
uncertain, fearful and disempowered. It also causes and ‘unhelpful’ and ‘bad’
children to become labelled negatively and the behaviour behaviour

emergence of negative self-concepts in children
who struggle.

UNIT 4 BRAIN SHAPING