Understanding Developmental Trauma in the SEND Classroom. What is trauma, what are the visible and hidden impacts and how can organisations support learners and employees using a trauma-informed approach? (Code: C0864)
Young people who have experienced poor attachment histories and/or adverse childhood experiences are at risk of developing trauma symptoms. Ongoing trauma will affect the healthy development of the brain and nervous system resulting in possible learning impairment, poor emotion control, hyper-arousal or dissociative states. Educators need to respond to learners in order to promote a sense of safety and connection whilst supporting them to regulate emotion, so learning can take place.
Who is this for?
Principals, CEO's, HR professionals, managers, lead practitioners and employees
This session will focus on trauma, understanding signs of trauma and its impacts and how trauma can be managed through trauma-informed practice.
We will explore how trauma affects the developing brain and subsequent implications on mood regulation, cognitive ability, learning and behaviour.
As part of exploration into how traumatised young people attempt to survive in a busy classroom environment we will refer to the attachment styles and subsequent behaviours we will encounter in our schools and colleges and how we may best respond as practitioners.
Through this session we aim to share our approach to recognising and managing the impacts of trauma, practices and lessons learnt, in our mission to support all staff and learners including those with SEND. We will take a look at some of the support services we have in place and how our specialist practitioner model helps to ensure support is available.
By participating in this webinar, you will gain an understanding of:
- What trauma is, what can trigger it and what are the key signs and impacts
- How exposure to trauma affects the developing brain
- Key approaches to supporting individuals who have experienced or continue to experience trauma
- The key role of the specialist support model and practitioners in developing a trauma-informed approach