04/08/2025
Sadly I hear so many stories of adults who escalate situations as they don't recognise or misunderstood the signs of dysregulation
Understanding how the nervous system works, the importance of regulating your own and supporting children develop self regulation through co-regulating are essential skills for educators
Two educators. Same child. Two completely different stories.
A 5-year-old pushes another child during group time, then throws himself on the floor screaming when approached by staff.
Educator A says: "He's being violent and aggressive again. This is the third time this week. He's disrupting the whole class and hurting other children."
Educator B says: "His nervous system just went into fight-or-flight. Look at his shallow breathing, his clenched fists, his wide eyes. Something has overwhelmed his capacity to cope, and his sympathetic nervous system has taken over to protect him."
Same child. Same moment. Two completely different responses about to unfold.
Educator A sees a behaviour 'problem' that needs managing. Educator B sees a little human whose vagus nerve couldn't regulate the overwhelming input around him.
Here's what Educator B does next:
She gets down to his eye level but doesn't make direct eye contact (which can feel threatening to a dysregulated nervous system). She speaks in a calm, low voice: "I can see your body is having big feelings right now. You're safe. I'm going to stay here with you."
She doesn't try to reason with him or ask questions - his prefrontal cortex is 'offline' right now. Instead, she breathes visibly, slowly, traces a repetitive rainbow shape on the ground in front of her feet, allowing her regulated nervous system to offer co-regulation to his.
When his breathing starts to slow, she offers a choice: "Would you like to push against the wall with me, or carry these books to help your body feel better?"
She's not ignoring the push that started this. But she knows that addressing behaviour can only happen after his nervous system returns to a state where learning is possible.
Next time you see challenging behaviour, let's pause and ask: "What is this child's nervous system trying to tell me?"
The answer will change everything.