Polyvagal Theory in the Classroom: A Guide to Empower Educators and Support Dysregulated Children and Young People

Polyvagal Theory provides a breakdown of how the nervous system responds and reacts to unconscious messages of safety and threat. This accessible guide explores Polyvagal Theory and its potential for fully understanding and supporting the behaviours of children and young people in emotional distress at school.

By exploring how early childhood experiences - such as abuse, trauma, an insecure attachment, or bereavement - can have a detrimental impact on the development of the child’s nervous system, we can view their behaviours in a new light.

Polyvagal Theory in the Classroom:

• Contains a wealth of activities to use in the classroom
• Delves into new understandings of what is happening to children and young people when they become dysregulated
• Introduces practical ways to support pupils' emotional wellbeing, promote better mental health, and help to develop their capacity to self-regulate
• Contains exercises which provide opportunities for the reader to reflect on their own practice.

Packed full of case studies to bring theory to life, this book builds skills to gain awareness and control of our own nervous systems and to become the safe and calm presence for the overwhelmed child. This empowering book is essential reading for mainstream primary and secondary teachers, special needs teachers and teaching support staff.

Table of Contents

Introduction

Part 1: Understanding Polyvagal Theory

1. What is Polyvagal Theory?
• Background
• The Central Nervous System
• The Autonomic Nervous System
• The Evolution of the Brain
• The Sympathetic Nervous System
• The Parasympathetic Nervous System
• The Vagus Nerve
• Ventral Vagal Nerve
• Dorsal Vagal Nerve
• The Three Autonomic States
• Blended States (Dual Activation)
• Signs of Threat and Signs of Safety
• Emotional Regulation
• Summary
2. Polyvagal Theory and Child Development
• Piaget – Cognitive Development Theory
• Erikson – Psychosocial Development Theory
• Vygotsky – Sociocultural Theory
• Bowlby – Attachment Theory
• Other Ideas about Child Development – Klein and Winnicott
• Pulling The Ideas Together
• Summary
3. Polyvagal Theory and Childhood Trauma
• Defining Trauma
• Early Trauma and Brain Development
• The Biased ANS
• Hormones
• Connection – Protection
• Summary
4. Seeing your pupils through the Lens of Polyvagal Theory
• The Meaning of Behaviour
• Self-Regulation, Co-regulation and Dysregulation
• Impact of the Covid-19 Pandemic
• Neurodevelopmental Conditions
• Tracking Autonomic States
• Renaming the Autonomic States
• Summary
5. Getting to know your Autonomic Nervous System
• ANS Tracking
• Body and Breath
• Regulation through Rhythm
• Sensory Soothing
• Mindful Moments
• Brain workouts and Being your Best Friend
• Calming Creativity
• The Power of Pets
• Summary
6. Calming the Dysregulated Child
• Be Safe: Removing the threat
• Feel Safe: Tuning in to your own ANS
• Connect: Body Tracking, Breathing, Moving
• Summary
7. A Whole School Approach
• The Current Climate
• School as a Container
• Safety Starts at the Top
• The Ventral Vagal Net
• Transitions
• Trauma-Informed, Attachment Aware, and other Approaches
• Summary

Part 2: Using Polyvagal Theory with Pupils

• 1. Warm-ups
• 2. Creating a Safe Space – Boundary Setting
• 3. Psychoeducation
• 4. Self-awareness
• 5. Connecting to the Body
• 6. Connecting to Others
• 7. Self-soothing
• 8. The Connection Diet
• Summary

Final Thoughts

Glossary

References

Index