Over the last few weeks, the face-to-face training, held at The Roundhouse and The Joseph Wright Centre, explored practical approaches to reducing low-level behaviours, embracing trauma-informed teaching, and recognising the deeper needs behind student actions.
Through interactive discussions and real-world case studies, staff gained insights into how behaviour is often an expression of unmet needs, stress, or trauma rather than simple defiance or disengagement.
A key focus was the idea that behaviour is a form of communication, an outward expression of a child’s internal state.
By recognising the root causes of behaviours, educators can respond with curiosity and compassion rather than punishment, ultimately creating safer and more effective learning environments.
Attendees explored practical strategies such as co-regulation, emotional literacy, and relational approaches that encourage trust and stability in the classroom.
The sessions also delved into the psychology behind trauma-informed practice, highlighting how adverse childhood experiences (ACEs) can impact brain development, emotional regulation, and learning capacity.
Research shows that a child’s sense of safety and connection with adults significantly influences their ability to engage with education.
By shifting focus from punitive responses to supportive interventions, teachers can help break cycles of shame and promote resilience in students.
Catherine Guerrero, Team Manager for Teaching and Learning, who organised the sessions, reflected on the sessions:
“These sessions have given our staff a fresh perspective on how behaviour is a form of communication.
“The practical strategies shared have been invaluable in helping us create learning spaces where students feel seen, heard, and supported.
“When we approach behaviour with understanding rather than judgment, we open the door to real progress and connection.”
The training will continue with a follow-up session in July, helping embed principles in classroom practice and wider college culture.
