This presentation is a message of hope to educators from a survivor of complex trauma who is now working in the inclusive education space. The presenter's lived experiences of trauma and disability, and the way in which she has used these to create a safe and welcoming classroom environment for a variety of learners, will be the focus of this presentation. There is a growing awareness of both neurodiversity-affirming and trauma-informed practices, and strategies that support each population in a school setting often overlap. This is particularly important given the higher rates of trauma experienced by neurodivergent and/or disabled young people. As such, these intersecting strategies will be framed as a way for educators to facilitate connection, build relationships and support the engagement of students with complex and overlapping needs.

During this workshop and case-study, Jo will discuss trauma-informed practice and disability education. Jo will discuss the dynamics that shape effective support systems for students with diverse needs such as non-verbal communication, and tailored approaches for supporting students with Intellectual Disability, Autism, and Physical Disability.

Navigating trauma-informed care within the realm of disability education requires a deep understanding of individualised needs and effective communication beyond verbal cues. In this workshop, Jo addresses the challenges educators face in supporting students and tailored strategies for each student's unique requirements.

Additionally, we will examine the crucial role of teaching self-advocacy skills for students with physical disabilities, equipping them with the tools to navigate barriers and advocate for their needs effectively.
Educators and practitioners will walk away with practical insights and strategies to create inclusive, trauma-informed learning environments that promote the holistic development and well-being of all students.

Early childhood trauma has a profound impact on the development of the brain and nervous system and can lead to an overactive stress response system and frequent and excessive periods of dysregulation. This dysregulation can be the result of fight, flight and freeze responses which emerge from the brainstem. Dysregulated children don’t have reliable access to their cortex – the area of the brain responsible for learning, cooperation, self-regulation, attention, and other executive function skills like working memory and impulse control.

Dr. Bruce Perry, – the esteemed psychiatrist, researcher and originator of the Neurosequential Model of Development – tells us that ‘it’s the educator’s job to get to the cortex’, so that children can learn and thrive. But how? Dr. Perry offers this sage advice: ‘The number and intensity of dysregulated episodes will be far fewer if you have proactively put in place regulating elements in your classrooms’.

This engaging workshop shows teachers how to incorporate simple and practical regulation and connection activities into their daily routines and rituals. These ‘Brainstem Calmers’ follow the rules of the biological organisation of the brain to reduce dysregulation and enhance children’s capacity to engage meaningfully and flourish in their learning environment. Participants will leave the session with practical tools and strategies they can apply immediately. We hope you will join us for this enjoyable, energising and enlightening session.