When young people are overwhelmed by fear and stress, it is nearly impossible for them to learn anything new. In many schools when a child is referred to as “not available for learning,” this is the end of the conversation. But what if instead, we saw it as the beginning for co-regulation techniques and longer-term conversations about increasing the student’s internal and external resources to cope. Using neuroscience, case examples, discussion, and experiential exercises, this workshop introduces school staff to frameworks for thinking about how to use themselves and the environment of the bryt room to help students (and themselves) to be present and fully available for learning.
