RELATIONAL CLASSROOMS - whole-school neuro-developmental & trauma informed

Alison Lumley has over 25 years’ experience leading in schools with inclusive practice. She has had many roles including Teaching Assistant, Class Teacher, Inclusion Manager and Assistant Headteacher. She is a trainer in the Neurosequential Model of Education™ and an Inclusion Lead in a large mainstream primary school. Alison also provides training and consultation to many schools, including the virtual school. 

This 7-day course takes relevant concepts from neurodevelopmental research and attachment theory, brings them into the classroom, and empowers school staff to apply this knowledge to the teaching and learning process, promoting the inclusion of all children.

During the course we explore the work of Dr Bruce D. Perry, Kim Golding, Karen Treisman, Dan Hughes, Stephen Porges (and more) and demonstrate how it can be applied in the practical integration of a relational approach in schools.

Reflection is actively encouraged in each session as we work towards developing a whole-school action plan, or if working directly with children, an individual relational support plan.

It is aimed at all school staff, whether working directly with children, or working strategically and systemically.

Understand the impact of stress and how to increase protective factors in school.

Learn how our arousal state changes how we function (both staff and children) and explore possibilities for organisational and individual wellbeing.

Become familiar with the sequential organisation of the brain and consider how to build regulation strategies into the day.

Identify attachment patterns and understand what this can look like in a school context. Practice using child-centred observations to inform interventions.

Increase awareness of the factors behind distress and develop strategies for responding to distressed behaviour.

Understand how shame develops, it’s impact on engagement in school and how the process of repair can be helpful.

Demonstrate, through guided planning, how a relational approach can be integrated at a whole-school, and individual pupil level.

Headteachers, Senior Leaders, SENDCos, Teaching Assistants, Learning/Behaviour Mentors, Inclusion/Pastoral Leads, Virtual School Staff

Course members are required to have the following texts:

Perry, B. D., & Szalavitz, M. (2017). The Boy Who Was Raised as a Dog and Other Stories from a Child Psychiatrist’s Notebook: What Traumatized Children Can Teach Us About Loss, Love, and Healing. Revised and updated. Basic Books.

And, choose one of the following appropriate to your phase of education.

Early Years

Kim S. Golding et al (2012) OBSERVING CHILDREN WITH ATTACHMENT DIFFICULTIES IN PRESCHOOL SETTINGS: A tool for identifying and supporting emotional and social difficulties. Jessica Kingsley Publishers.

Primary School

Kim S. Golding et al (2012) OBSERVING CHILDREN WITH ATTACHMENT DIFFICULTIES IN SCHOOL: A tool for identifying and supporting emotional and social difficulties in children aged 5-11. Jessica Kingsley Publishers.

Secondary School

Kim S. Golding et al (2015) OBSERVING ADOLESCENTS WITH ATTACHMENT DIFFICULTIES IN EDUCATIONAL SETTINGS: A Tool for Identifying and Supporting Emotional and Social Difficulties in Young People Aged 11-16. Jessica Kingsley Publishers.

 Fee of £1200 inc VAT is for full course including buffet lunch and refreshments throughout

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