About the course
Even pre-COVID, there was a long standing unacknowledged epidemic in the classroom ⸺ unaddressed childhood trauma. This truth presents itself every day in every school in every class across the country.
For decades we have labeled and/or pathologized many of these issues as learning disabilities, mental illness, behavioral disorders, physical illness, etc. Through the Polyvagal theory and other disciplines of science, we now better understand how stress, trauma, individual differences, and insufficient developmental experiences impact child development and predispose many children to struggle in standards-based educational environments.
The Regulated Classroom© helps educators understand how to strengthen their relationships with students by intentionally recruiting the realm of social engagement. The approach helps educators improve their capacity for physiological state regulation through practices of co-regulation.
When educators encounter student stress reactions, they often experience their own. Sometimes the over or under activation of the educator’s physiological state serves to heighten or dampen the collective state of class. This phenomenon undermines relational connection with students. It can also fuel vicarious trauma and/or burnout in the educator.
The Regulated Classroom© is designed to deepen self-awareness of stress activation in the body. The conceptual framework offers practices and tools that intend to collectively activate and settle the autonomic nervous system and create a synchronized classroom experience. Collective synchrony makes way for greater cooperation, impulse control, social connection, and academic learning.
Session #1: August 5, 3:30-5:30 pm (EDT) (120 minutes)
Session #2: August 12, 3:30-5:30 pm (EDT) (120 minutes)
Session #3: August 19, 3:30-5:30 pm (EDT) (120 minutes)
Session #4: August 26, 3:30-5:30 pm (EDT) (120 minutes)
Session #5: September 2, 3:30-5:30 pm (EDT) (120 minutes)
Session #6: September 9, 3:30-5:00 pm (EDT) (90 minutes)
Session #7: September 16, 3:30-5:30 pm (EDT) (120 minutes)
Session #8: September 23, 3:30-5:00 pm (EDT) (90 minutes)
Increase educator understanding of human health, behavior, and experience through Polyvagal Theory
Provide educators with practices, tools, and techniques for shifting physiological state;
Increase educators ability to access and track shifts in physiological state in self and students
Increase educators ability to recruit the realm of social engagement for increased cooperation, impulse control, and academic learning.
Emily Daniels, M.Ed, MBA, NCC
Lara is an educator, consultant, and national speaker on implementing ACEs science and trauma-informed practices into schools and communities. Her experience ranges from supporting individual teachers in the classroom to designing a trauma-informed schools pilot currently being implemented in 20 schools across the country.
Stephen W. Porges, PhD
Stephen W. Porges, Ph.D. is Distinguished University Scientist at Indiana University where he is the founding director of the Traumatic Stress Research Consortium in the Kinsey Institute. He is Professor of Psychiatry at the University of North Carolina, and Professor Emeritus at both the University of Illinois at Chicago and the University of Maryland. He served as president of the Society for Psychophysiological Research and the Federation of Associations in Behavioral & Brain Sciences and is a former recipient of a National Institute of Mental Health Research Scientist Development Award. He is the originator of the Polyvagal Theory, a theory that emphasizes the importance of physiological state in the expression of behavioral, mental, and health problems related to traumatic experiences. He is the creator of a music-based intervention, the Safe and Sound Protocol ™ , which currently is used by more than 1500 therapists to improve spontaneous social engagement, to reduce hearing sensitivities, and to improve language processing, state regulation, and spontaneous social engagement.