22LC 01 008 - Trauma-Responsive Education A Series of 5 Webinars

The course is designed to enhance your understanding of the impact of childhood adversity, trauma and toxic stress. It will equip you with a variety of strategies and approaches with which to respond to the consequential complex needs of trauma-impacted children and young people, so that you can work more effectively to engage them in learning and support positive socio-emotional development. 

The dates for these workshops - All Tuesday's 18th & 25th January, 1st, 8th & final session 15th Feb

Workshop 1

• Understanding Complex Trauma & the Stress Response System
  • Healthy attachment and development
  • Types of trauma
  • The impact of toxic stress on learning and development
  • Identifying traumatic stress responses in the classroom

Workshop 2 

• Responding to Trauma in Schools: The Bottom-Up Approach
  • What is the Bottom-Up Approach?
  • How trauma affects sensory processing
  • Creating safety
    • Safe spaces
    • Boundaries and expectations
    • Predictability and consistency
    • Embedding natural, logical consequences

Workshop 3 

• Supporting Healthy Attachment in Schools: Relationships for Recovery
  • Connection before correction: building trust
  • Creating truly inclusive school environments (why exclusionary practices don’t work)
  • Embedding restorative approaches
  • Trauma-informed transitions and endings
  • Understanding intergenerational trauma & working with families

Workshop 4

• Supporting the Development of Emotional Literacy & Self-Regulation
  • What makes an emotionally literate school?
  • Emotion coaching
  • The Zones of Regulation
  • Sensory integration strategies for the classroom

Workshop 5

• Embedding a Strengths-Based Approach
  • Positively reframing behaviour: why language matters
  • Supporting the development of self-esteem
  • Creating leadership opportunities
  • Reducing negative thinking
  • Supporting post-traumatic growth

Bio for Lucy Mannion

Lucy is an experienced school leader specialising in trauma-responsive practice. She currently works as a School Development Partner for a group of therapeutic schools across London, before taking up the role of Principal in a special school for children with social, emotional and mental health difficulties in the new year.

A qualified teacher with two postgraduate degrees in psychology, she has spent her career seeking to understand the causes of challenging or antisocial behaviour and how this creates barriers to learning. Most of her experience has involved working with very complex and vulnerable children and young people who have suffered a variety of adverse childhood experiences. She has worked closely with professionals from a range of different therapy disciplines who have supported her in developing much of the knowledge and strategies shared in this course.