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This foundational session explores how the nervous system influences emotional regulation and stress responses in students. Participants will examine the physiological underpinnings of regulation and dysregulation, focusing on how educators can recognize and respond to distress signals in ways that promote safety, connection, and co-regulation. By integrating insights from neuroscience, including Dr. Stephen Porges’ Polyvagal Theory, participants will gain strategies to support students in developing self-regulation skills while fostering a trauma-informed, supportive learning environment.

Learning Intentions & Success Criteria

• Understand the Impact of Stress on the Nervous System
• Participants can explain how stress affects the autonomic nervous system (ANS) and its role in emotional regulation.
• Participants can differentiate between regulation and dysregulation in students.
• Recognize Physiological and Behavioral Indicators of Dysregulation
• Participants can list common biobehavioral indicators of regulation, dysregulation, and stress responses.
• Participants can identify shifts in states of arousal and interpret their implications for behavior.
• Develop a Working Knowledge of Polyvagal Theory
• Participants can summarize key concepts of Polyvagal Theory, including the hierarchy of the ANS and the role of co-regulation.
• Participants can propose practical applications of Polyvagal Theory in their daily interactions with students.
• Apply Brain-Aligned Strategies for De-escalation
• Participants can outline regulation and de-escalation strategies that are respectful to both brain and body.
• Participants can describe how educator responses influence a student’s ability to return to regulation.

Questions? Contact Jennifer Taylor, [email protected] or Tommie Gonsalez, [email protected].

This is Part 1 of a 2-Part Series, don’t forget to register for Part 2 also.

Workshop Location:

Greenbush Main Campus

947 W. 47 Hwy

Girard, KS 66743

Cost:

SLS Members $0

Non SLS Members $150