24/10/2021
This is something I talk about often. Understanding the nervous system is 🔑
Part 6 of my mini-series of rants around the big idea that CHILDREN DO WELL IF THEY CAN 🙂
The next few posts are going to get a bit scientific as we think about the biology and neurology of stress and what this may show up as in the classroom. For this post, I want to kick things off by looking at states of the nervous system and something called 'The Window of Tolerance'.
Basically, our nervous systems can be in one of three states: regulated, HYPER-aroused, or HYPO-aroused. When our nervous systems are regulated we are at our best - calm, focused, thinking clearly, emotionally intelligent; it's like our heart and our head and our body are all good friends! This state can be thought of as being in our 'window of tolerance', that is, we can tolerate whatever is going on pretty well.
It is when whatever is going on in our life (or classroom) is outside our window of tolerance that our nervous system responds by going into overdrive or shut-down.
What is important to know is that not all Window's of Tolerance are created equally! Some children (and adults) have much smaller windows than others. This can be due to lots of different things like having experienced a lot of stress or trauma, having ASD or ADHD or sensory difficulties, having a disability, recovering from an illness, a bereavement - lots of things.
When a child experiences something that is outside of their current window of tolerance their behavior can look intentional and cause problems for others. We can help children to stretch and grow their windows over time, but we can't do that in the moment that they are dysregulated. When they are dysregulated, the best we can do is try to understand that their nervous system is in the driving seat and they need us to help up or down regulate them.
Knowing whether someone is HYPER or HYPO dysregulated can help us figure out the best way to support them to return back to a calm, connected, and engaged state.