Page 71 - De Escalation for Helen
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School culture & mindset
A. WE RECOGNISE THAT B. WE SUPPORT CHILDREN C. WE RECOGNISE THAT D. WE ARE FLEXIBLE AND
SOME CHILDREN WILL TO MAKE PROGRESS OVER DYSREGULATION IS A SUPPORTIVE – WORKING
STRUGGLE TO REGULATE TIME – WE DO NOT NEUROBIOLOGICAL WITH CHILDREN
– IT IS SKILL, NOT WILL EXPECT INSTANT CHANGE THREAT RESPONSE
We are in control, not
We recognises some We know that skill building We recognise controlling and on the child’s
children will struggle to takes time. This means we dysregulation as a side as their strong educator.
regulate more than others. may have to put in protective neurobiogical threat-
We are insistent and persistent
measures and reduce based response and we
We recognise that this is a about children making
freedoms – this is done in a respond in ways to
result of higher unmet supportive way. support re-regulation. progress – we do this with a
needs and weaker bucketful of kindness.
Executive Function Skills. We do not give ‘last chance’ We have a culture that We are flexible and permit
threats – we work with does not interpret
We plan with children to children to put in the dysregulation as a chosen strategies for de-escalation
make sure they are not provision that will support unacceptable behaviours. that work for the child e.g.
placed in situations they their progress and growth. having options for where to go
cannot yet manage. and what to do to support
We are ‘Curious, not furious’ their re-regulation.
