Have you ever had a day when your young students just seem to rev each other up and your centre or classroom is at fever-pitch? Or maybe you feel like your students are having constant meltdowns? Perhaps you feel that every time you look around you’re having to intervene to stop children from hurting each other. What can you do to teach them self-regulation strategies? The answer might be a surprise. When dealing with heightened students, we don’t start with them, we start with YOU!
It is hard to reconcile the massive fires that have raged throughout these school holidays. It has been a deeply concerning start to our bushfire season and our thoughts are with all of those who have been affected. The overall cost to our community is still yet unknown. What we do know is that the psychological impact of the trauma will be far reaching.
By Allison Cox, Director, Berry Street – Take Two
A group of our international colleagues recently came from Norway to spend time with Berry Street’s Take Two service.
The RVTS Sør (South) service is a Norwegian government-funded domestic violence, sexual abuse, traumatic stress, migrant/refugee health and suicide prevention resource centre and training service. They have a special focus on working with children and families.
Not much is known about Elle’s* first year. Her Mum has severe mental health problems and has lots of problems with drugs and drinking.
Elle was removed by Child Protection services from her mother around the time she turned one.
Her father immigrated from Asia. Growing up we suspect he experienced significant trauma during the long civil war in his country. Elle’s father didn’t know about Elle until after she was removed and placed into foster care. When he found out, she went to live with him together with his new partner Trisha.
This article considers how BSEM can be ‘the link’ that allows particular frameworks and programs to work in harmony and achieve a school’s teaching and learning goals over the long term. We hope that it will assist teachers and school leaders when formulating their whole school strategic planning and their annual implementation planning.
by Toni Heron, Senior Occupational Therapy Consultant, Take Two – Berry Street
Berry Street’s Take Two service has recently undertaken a three-year Occupational Therapy research study assessing the sensory processing patterns of the children and young people we work with. The results are partially what we expected, but there were some surprising findings also. Continue reading “Helping children regulate their bodies and their minds”
Interview by Jack Greig, Senior Trainer of the Berry Street Education Model
Located south of Adelaide, Christie Downs Primary School is an inclusive site of 280 students. Christie Downs Primary School seeks to provide a supportive and nurturing environment in which students are able to learn, play and grow together for a successful future. The school’s values embody personal responsibility, respectful relationships and teamwork.
In this interview, Gail Evans, Principal of Christie Downs, reflects on what makes a compassionate educator and how schools can create a culture of self-development, acceptance and constant learning.