Whole School Interventions

The Power of Relationship (1 hour)

Building relationships with students and between students is key to creating safe environments for learning and development. This presentation will focus on building positive environments, supportive of co-regulation, while sharing practical ideas and strategies for building connections with and amongst our students.

Building Relationships with Challenging Students (1 hour)

Do you struggle to form meaningful relationships with certain groups of students? In this presentation, we explore some of the science behind relationships and why it is so difficult for some students to form meaningful relationships with others. Science provides an excellent foundation for the exploration of strategies we offer for initiating, developing, and keeping relationships with some of the most challenging students.

Supporting Student Behaviors through the 3 R’s (3 hours)

Regulate, Relate, and Reason are the 3 R’s employed whenever we work with a dysregulated person. The dysregulation experienced by students is best addressed sequentially, from the brainstem and midbrain (regulate) moving upwards to limbic (relate) and finally support full cortical function (reason). This presentation will review NeuroLogic’s body-based interventions and strategies effective when working to ‘regulate’ another’s midbrain and brainstem dysregulation. We then discuss strategies for regulation through relationship and lastly through reasoning.

Brain and Body-Based Strategies for Regulation (1 hour)

Body-based regulation strategies, engaging the brain from the bottom up to the top, can be instrumental in helping those impacted by toxic stress as well as those dealing with current stressors. This presentation will focus on practical strategies and creative interventions to help dysregulated students. These same strategies are helpful in regulating ourselves so that we can best meet the needs of our students.

Learning to Breathe (1 hour)

Breathing is a powerful tool in helping students and ourselves find calm in moments of stress and frustration. We will examine some of the science regarding the brain and body connection to breathing. With this foundation, we explore ways to teach students of various ages to breathe, how to incorporate regulated breathing into our daily classroom routines, and how breathing can be used as a targeted intervention with students who are upset.

ACEs, Resilience, and Suicide (1 hour)

What do early adversity and neglect have to do with suicide? The research supports that early abuse and neglect, in the absence of consistent supportive caregiving, significantly increases the risk of suicidal ideation, suicide attempts, and completed suicide. This presentation will review well established data from the ACE research (adverse childhood experiences), factors that increase vulnerability for suicide, and the resilience building impacts of supportive relationships. We will explore the topic of suicide through the lenses of prevention, intervention, and postvention to help increase understanding of our ability to influence individual outcomes and help prevent suicide.

Teaching Students about Trauma, Stress, and Regulation (1 hour)

All students are impacted by stress and can improve learning by understanding the brain and brain regulation. For students who have experienced trauma, this information is critical to their success. This presentation will provide guidelines, ideas, and strategies for teaching students key trauma-informed principles including strategies for physical, emotional, and cortical regulation. These principles and strategies can be taught to students individually or through group and classroom settings. Practical ideas and examples will be given along with feedback and lessons learned from the students we have taught.

Using the NeuroLogic® Curriculum with Your Students (2-12 hours)

Are you planning to use the NeuroLogic® Curriculum with your students? Consider a 2-hour pre-recorded presentation or a more in-depth (4-12 hour) virtual presentation designed to familiarize staff with the curriculum and help them prepare to use it with students in the classroom, group, or individual setting.

Dogs in School: Nurturing Positive Change (1 hour)

Animals in a school can bring about positive change by providing healing interventions for all levels of the brain. This presentation will demonstrate the impact of seven facility dogs working in Lakeside’s schools. Stories and testimonies will be shared regarding the changes seen in students, student-to-staff relationships, peer relationships, staff morale, and the total school environment. The difference between facility dogs, service dogs, and therapy dogs will be discussed along with things to consider when setting up a program in your school.

Sensory Paths (1 hour)

Sometimes students just need to go to a place and move. Whether they are upset or just need to get the giggles out, sensory paths can be a valuable asset to have in a school. In this presentation, we will be looking at the ins and outs of sensory paths, how to create them, where to place them, and how to communicate expectations and routines to students.