One Day Low Arousal and Emotional Regulation in Schools Course
Based on extensive academic research and years of experience working with Special Education Needs (SEN) children, this unique one-day course on low arousal and emotional regulation has been developed. Presented by Gareth D Morewood, this course explores the theoretical and practical methods of implementing a whole-school approach to supporting children and young people with additional needs.
This one-day extensive course is an essential guide for all teachers, professionals and family members working with educational authorities to provide learning and support to SEN pupils. Focusing on low arousal, emotional regulation and the Saturation Model (Morewood et al, 2011), this course explores the following issues in depth, examining how these factors contribute towards creating an inclusive community of support for children with additional needs and their peers within a whole-school framework of support:
Understanding how environmental factors contribute towards learning, including the physical, social, and emotional environment of the classroom and school as a whole
Students who have difficulty regulating affect can experience high states of arousal which in turn affects their ability to learn
Using low arousal approaches within educational settings to create a calm, stress-free and relaxed environment which facilitates learning
Challenging staff and parents’ thoughts and perceptions of body language, physical distance and conflict evaluation using low arousal
Managing behaviour of concern without restraint
Importance of inclusion to engage and support everyone within a mainstream educational setting.
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Applying the Low Arousal Approach in Schools
Adapting low arousal approaches to school and classrooms means re-evaluating the way children with additional needs are viewed across the board. Recognising that a child demonstrating behaviours of concern is in fact stressed and traumatised is the first step towards supporting them to create an environment that is stress-free and relaxing for the individual, and the entire student body as a whole.
Being pro-active in creating an atmosphere of calm and focused learning is more effective than re-acting to behaviour. When a child does 'meltdown' however, it is important to have de-escalation strategies in place to defuse stress in the moment. For example, planning an 'escape route' for the individual when they start to feel overwhelmed. thus allowing them to leave the stressful situation and go to a quiet place.