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Episode 5: Prevention Matters — Tier 1 Systems That Help Students Regulate and Learn
71 Plays2 months ago
In Episode 5 of Podcast PD, we shift the focus from responding to behavior to preventing it. This episode explores the role of strong Tier 1 classroom systems in creating environments where students feel safe, regulated, and ready to learn. Drawing on brain science, trauma research, and the CASEL social-emotional learning framework, we discuss how predictability, relationships, clear expectations, and intentional teacher language shape the way students experience the classroom. You’ll hear practical strategies for building routines, strengthening student connections, teaching behavioral expectations explicitly, and using reinforcing and reminding language to support regulation. When classrooms are designed with safety, structure, and connection in mind, the brain is more available for learning—and behavior challenges decrease before they begin.
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Transcript
Introduction and Recap
00:00:00
Kristina Lamia
Hey, welcome back to Podcast PD with Christina. Thank you for joining me today. This is episode five. Over the past four episodes, we've talked about trauma and brain science, why transitions are neurologically difficult for many students, how to deescalate behavior in the moment using the comms method, and what to do after the comm through reflection, repair, and retry.
00:00:27
Kristina Lamia
Today, i want to zoom all the way out and talk about something that I think is even more powerful than how to respond to behavior after it happens. And that's preventing the behavior in the first place.
Understanding Tier 1 Supports
00:00:41
Kristina Lamia
Specifically, what Tier 1 supports look like in a trauma-informed classroom and why they work from a brain science perspective. Tier 1 supports are the universal systems and practices we put in place for every student every day.
00:00:58
Kristina Lamia
They are not individualized interventions for one student. They are the structures that create safety, predictability, and connection across the classroom environment. When Tier 1 supports are strong, we reduce the number of escalations that happen in the first place because the nervous system feels safer and more regulated throughout the day.
00:01:21
Kristina Lamia
And while it may feel like a lot to juggle some days, having strong Tier 1 systems and procedures will make your year feel a lot safer, a lot more regulated, and a heck of a lot more fun for you and your students.
00:01:36
Kristina Lamia
So to understand why these supports matter, we have to start with what we remember about how the brain responds to stress. The brain is constantly scanning the environment for cues of safety or danger.
00:01:51
Kristina Lamia
This happens automatically through a process called neuroception, a concept developed by neuroscientist Stephen Porges in polyvagal theory. Students are not consciously deciding whether they feel safe in the classroom.
The Brain and Trauma Impact
00:02:06
Kristina Lamia
Their nervous system is interpreting signals from tone of voice, facial expressions, body language, routines, predictability, and the emotional climate of the room.
00:02:18
Kristina Lamia
What are the vibes like? When the brain perceives safety, when the vibes are good, the prefrontal cortex becomes more active. And remember, that's the part of the brain responsible for attention, impulse control, decision-making, flexible thinking, and learning.
00:02:35
Kristina Lamia
When the brain perceives threat, the amygdala activates, and the nervous system shifts toward survival responses, such as fight, flight, or freeze.
00:02:47
Kristina Lamia
Cortisol and adrenaline increase, heart rate rises, and the brain prioritizes protection rather than cognition. In that state, learning becomes much harder.
00:03:00
Kristina Lamia
Research on adverse childhood experiences, often called ACEs, has shown that chronic stress can change how sensitive the brain's stress response system becomes.
00:03:11
Kristina Lamia
Students who have experienced trauma or ongoing stress may have nervous systems that activate more quickly and remain activated longer. This is not about willpower or motivation.
00:03:23
Kristina Lamia
It's about how the brain has adapted to protect itself. Tier one supports help counterbalance that by creating environments where students repeatedly experience safety, predictability, and connection.
Predictability and Routine Strategies
00:03:38
Kristina Lamia
And this is also where our work connects directly to the CASEL framework for social emotional learning. CASEL identifies five core competencies that support healthy development,
00:03:50
Kristina Lamia
Self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. When we implement strong Tier 1 supports, we are not only preventing behavior problems, we are actively teaching and reinforcing these five competencies every day.
00:04:09
Kristina Lamia
One of the most important tier one supports is predictable routines and structure. Predictability regulates the nervous system because it reduces uncertainty. When students know what to expect, their brain does not have to constantly scan for danger.
00:04:25
Kristina Lamia
Teachers can support this by posting a daily schedule and previewing it daily. Using consistent routines for transitions, arrival, and dismissal. Even small patterns matter.
00:04:36
Kristina Lamia
Starting the class the same way each day. Using consistent transition language. Or signaling changes with the same cue helps the brain build patterns. Pattern recognition lowers amygdala activation and allows the prefrontal cortex to stay engaged.
00:04:53
Kristina Lamia
From a CASEL perspective, predictable routines support self-management because students are learning how to move throughout the day with increasing independence and regulation.
Building Strong Relationships
00:05:03
Kristina Lamia
So this could look like greeting students at the door, explicitly teaching and reinforcing how you want students to enter, unpack, and start their day, and practicing that routine regularly, using a consistent signal for quiet, whether it's the chime, call-in response phrase, or something else.
00:05:23
Kristina Lamia
Just find something that works for you and your students and use it as the only way you signal for quiet. Think about every transition in the classroom. Ask yourself, how do you want students to know when it's time to transition?
00:05:37
Kristina Lamia
How do you want them to physically transition? How will they walk from point a to point B? And how are your materials organized, managed, and distributed? Think about what transitions are important for your classroom and how will you explicitly teach them?
00:05:56
Kristina Lamia
And next, think about the exciting activities in your room or the special traditions traditions that you have. What special things do students have to look forward when they enter the classroom? And how do they get access to those special things? Making behavioral expectations clear for participation participation in class events, field trips, or special activities allows students and parents to know what your expectations are.
00:06:25
Kristina Lamia
Relationships are another critical Tier 1 support. Decades of research in developmental psychology shows that strong relationships with caring adults are one of the most powerful protective factors for children experiencing stress or trauma.
00:06:41
Kristina Lamia
When a student feels seen, valued, and respected by an adult, the brain interprets that connection as safety. This is not just a philosophical idea.
00:06:54
Kristina Lamia
There is real biology behind it Positive social connection increases the release of oxytocin, a hormone associated with trust, bonding, and emotional safety.
00:07:05
Kristina Lamia
Oxytocin helps calm the stress response system and lowers cortisol, the body's
Maintaining Trust and Dignity
00:07:11
Kristina Lamia
primary stress hormone. When cortisol decreases, the prefrontal corcut cortex becomes more active, which means students have greater access to attention, impulse control, and learning.
00:07:27
Kristina Lamia
Because of this, small relational practices matter more than we sometimes realize. Greeting students at the door, using their names, noticing effort, and checking in when something seems off all communicate to the nervous system that this environment is safe and that the student belongs here.
00:07:51
Kristina Lamia
These relational signals directly support CASEL competencies related to relationship skills and social awareness, and they strengthen the foundation for self-regulation and learning.
00:08:03
Kristina Lamia
Another important piece of relationship building is how we talk to and about students, especially when they are nearby. Kids are always listening.
00:08:15
Kristina Lamia
Even when we think that they're not paying attention, they're often ear hustling, picking up on tone, side conversations, and how adults speak about them and other students and other adults.
00:08:30
Kristina Lamia
Talking negatively about a student while they're in earshot, even if it's subtle, can damage trust quickly. The brain interprets this as a social threat. Social threat activates the same neural pathways as a physical threat, which means the nervous system shifts into defense rather than connection.
00:08:50
Kristina Lamia
Protecting student dignity, especially in front of peers, is one of the simplest and most powerful ways to build and maintain relationships. A practical strategy that teachers can use to strengthen relationships is a quick reflection exercise.
00:09:07
Kristina Lamia
Take a few minutes and write each student's name on a post-it. And then lay them out on your desk, stick them up on the wall, whatever. One by one, pick up each name and ask yourself, what do you know about this student beyond academics?
00:09:23
Kristina Lamia
What do they enjoy? What are their interests? Who are their friends? What's their family like? What motivates them? What frustrates them? If you can't think of something for a student, that's okay. It happens more often than we realize.
00:09:36
Kristina Lamia
Sometimes we think we know our students better than we actually do, especially if they're quiet, compliant, or academically successful. If you notice a student you don't know much about, set a goal to learn more about them.
00:09:51
Kristina Lamia
Schedule a quick five-minute check-in with that student sometime during the week. Ask about their interests, hobbies, what they like to do after school, and what they're excited about right now. Those small conversations matter.
00:10:03
Kristina Lamia
When students feel known, they are more likely to trust the adult in the room. And that relationship becomes incredibly important if behavioral challenges arise later.
00:10:14
Kristina Lamia
If a student already feels connected to you, they're more likely to accept redirection, repair
Explicit Behavioral Expectations
00:10:20
Kristina Lamia
mistakes, and try again. If no there's no relationship foundation, correction often feels like criticism or rejection.
00:10:30
Kristina Lamia
It's also important to remember that all humans make mistakes. Students will make mistakes and adults will too. And how we respond in those moments is another powerful way relationships are built.
00:10:45
Kristina Lamia
When we respond with a calm tone, respectful language and supportive body posture, we communicate that mistakes are part of learning rather than a threat to belonging.
00:10:56
Kristina Lamia
Tone and body language are incredibly important here. The brain reads these signals faster than it processes words. A calm voice, open posture, and steady pace communicate safety.
00:11:11
Kristina Lamia
A sharp tone, fast movements, or visible frustration can communicate threat even if our words are neutral. Ultimately, relations are relationships are not built through one big moment.
00:11:24
Kristina Lamia
They are built through hundreds of small interactions over time. Each greeting at the door, each check-in, each respectful correction, and each repair conversation sends a signal to the student's nervous system.
00:11:38
Kristina Lamia
Over time, those signals accumulate and shape how safe a student feels in the classroom.
Adapting to Modern Challenges
00:11:45
Kristina Lamia
And when students feel safe, their brains become more available for connection, regulation, and learning.
00:11:54
Kristina Lamia
Explicitly teaching expectations is another key tier one strategy. Just like academic skills, behavior expectations need to be modeled, practiced, and reinforced.
00:12:07
Kristina Lamia
The brain builds neural pathways through repetition. When students practice expectations during calm moments, those patterns become easier to access during stressful moments.
00:12:19
Kristina Lamia
Practicing transitions, practicing how to ask for help, and practicing how to respond when frustrated helps the brain build scripts for behavior.
00:12:29
Kristina Lamia
These practices support self-management and responsible decision-making within the CASEL framework. I also want to acknowledge at this point that children are being raised differently today.
00:12:44
Kristina Lamia
How child rearing looks today looks a lot different than it did even 10 or 20 years ago. Families are navigating more stress, more time pressures, more access to technology, a heck of a lot more information overload, and often less unstructured time for children to learn social skills through play and interaction.
00:13:06
Kristina Lamia
But for better or worse, that reality is part of the environment our students are growing up in. As educators, we cannot control what happens outside of school.
00:13:18
Kristina Lamia
And we cannot change every circumstance students bring with them when they walk through the door. We can spend time being frustrated about that, or we can choose to respond differently and adjust our practice to meet the students we have in front of us.
00:13:39
Kristina Lamia
I choose different, and that's why I wanted to get going with this podcast series. Because of that shift and how our children are being raised today, we cannot assume that students already know how to do things that they may have that we may have once taken for granted.
00:13:58
Kristina Lamia
We can't assume that students know how to ask for help, how to respectfully disagree, how to manage frustration, how to transition between tasks, or even how to participate in a group or partner discussion.
00:14:10
Kristina Lamia
These are skills, and like any skill, they need to be explicitly taught, modeled, practiced, and reinforced. And so that means planning for the teaching of behavior the same way we plan for the teaching of reading or math.
00:14:27
Kristina Lamia
If we expect students to line up quietly, we need to model what that looks like and practice it together. If we expect students to ask for help instead of shutting down or acting out, we model the language and role play that scenario.
00:14:43
Kristina Lamia
If we expect students to respond appropriately when they feel frustrated, we practice what that sounds like when emotions are calm so the brain has a script to access later.
00:14:55
Kristina Lamia
And this isn't just true for our youngest learners. This is also true for older students, even middle schoolers and high schoolers. We assume that they should have these skills, but the reality is that many of them have never had the opportunity to learn them explicitly and practice in safe environments.
00:15:14
Kristina Lamia
The prefrontal cortex, the part of the brain that's responsible for impulse control, decision-making, and flexible thinking is still developing all the way through adolescence and isn't fully developed until someone is 25 years old students are still building the neurological pathways needed to manage emotions and behavior.
00:15:35
Kristina Lamia
When we teach expectations clearly and practice them consistently, we reduce uncertainty and give students the tools they need to succeed.
Reinforcing Positive Behavior
00:15:44
Kristina Lamia
Instead of assuming that students know what to do,
00:15:47
Kristina Lamia
and then getting frustrated when they don't do it, we show them, we practice with them, and we reinforce it over time. That clarity supports regulation, reduces frustration, and ultimately creates classrooms where students know what success looks like and how to achieve it.
00:16:07
Kristina Lamia
Positive reinforcement is another strategy strongly supported by research. The brain wires toward what is repeated and reinforced. When teachers acknowledge positive behavior, dopamine is released in the brain.
00:16:21
Kristina Lamia
Dopamine strengthens the neural pathways associated with the behavior that was recognized, making it more likely to occur again. Specific feedback is especially effective because it helps the brain connect the behavior to the outcome.
00:16:36
Kristina Lamia
Statements like, I noticed how quickly you got started, or I saw how you helped your partner, reinforce both positive behavior and social awareness. But what matters here is not just the praise, but the specific descriptive reinforcement.
00:16:55
Kristina Lamia
So instead of a general praise like good job or oh that's great, which the brain can't easily connect to a specific behavior, descriptive language helps students understand exactly what they did that was successful.
00:17:10
Kristina Lamia
So for example, instead of saying nice work, a teacher might say, I noticed you pushed your chair in and went straight to the rug when the timer went off. Or, I saw you take a deep breath and try that problem again, even when it was hard.
00:17:27
Kristina Lamia
These kind of statements help students build a mental connection between their actions and the positive outcome. Over time, those repeated connections strengthen the neural pathways associated with self-regulation and responsible behavior.
00:17:44
Kristina Lamia
And we've talked about the power of our words, and this approach also aligns closely with the responsive classroom framework, which emphasizes three types of teacher language, reminding, reinforcing, and redirecting.
00:17:57
Kristina Lamia
Reinforcing language describes what students are doing well and helps them recognize the positive choices they are making. Reminding language previews expectations before a situation occurs, such as saying, when we go to the hallway, remember, our voices are off and our bodies are facing forward.
00:18:15
Kristina Lamia
Redirecting language is used when a student needs correction, but it remains brief, clear and respectful, such as saying voices off in the hallway or walk, please.
00:18:27
Kristina Lamia
One of the goals in trauma informed and responsive classroom practices is to increase the rate of reinforcing and reminding language. compared to redirecting language.
00:18:40
Kristina Lamia
But that doesn't mean that we eliminate corrections. Students absolutely need clear boundaries and feedback. but when majority what But when majority of what students hear from adults is correction, the brain can begin to associate school with criticism or threat.
00:18:57
Kristina Lamia
When students hear more reinforcing and reminding language, the nervous system interprets the environment as safer and more supportive. A helpful way to think about this is to reflect on our own experiences as adults.
00:19:11
Kristina Lamia
Most of us respond better when someone acknowledges what we are doing well, rather than only pointing out our mistakes. Think about the difference between a supervisor saying,
00:19:24
Kristina Lamia
oh, you didn't you didn't get this done on time or you didn't do it correctly versus, hey, I noticed how prepared you were for that meeting. Next time, let's also try including this step.
00:19:35
Kristina Lamia
That second approach still provides direction, but it also recognizes effort and competence. The same principle aligns to students. Reinforcing language can be used throughout the day in simple ways.
00:19:49
Kristina Lamia
A teacher might say, I see several people are who already have their notebooks open and pencils ready, which encourages others to follow the example. During group work, a teacher might say, you're listening to each other and building on ideas, which reinforces collaboration.
00:20:07
Kristina Lamia
During transitions, a teacher might say this table is already lined up and ready, which highlights the desired behavior without calling attention to those who are not ready yet.
00:20:20
Kristina Lamia
ra Reminding language is equally powerful because it sets students up for success before a challenging moment occurs. Before a transition, a teacher might say, in a moment, we'll clean up and move to the carpet.
00:20:32
Kristina Lamia
Remember, we push in our chairs and walk safely. Before group work, a teacher might say, as you work together, remember to take turns speaking and listen to your partner.
00:20:45
Kristina Lamia
These reminders help the brain anticipate expectations and reduce the likelihood of confusion or escalation. reelecting Redirecting language is still has a place when expectations are not being met.
Teaching Regulation Strategies
00:21:01
Kristina Lamia
But it is most effective when it is short, calm, and focused on the behavior rather than the student. So instead of saying, why are you doing that again?
00:21:13
Kristina Lamia
Or how many times do I need to say this to you? A teacher might just say, chairs on the floor or eyes on your work. The goal is to correct the behavior without escalating emotion or damaging the relationship.
00:21:28
Kristina Lamia
When reinforcing and reminding language are used consistently, students begin to internalize the expectations of the classroom. They start to recognize that success what success looks like and they feel more confident in their ability to meet those expectations.
00:21:46
Kristina Lamia
And over time, this builds both self-awareness and self-management, two key competencies in the CASEL framework.
00:21:55
Kristina Lamia
Ultimately, positive reinforcement is not about flattery or empty breaks. It is about intentionally noticing and naming the behaviors we want to see more often.
00:22:09
Kristina Lamia
Each time we do that, you're helping the brain build stronger pathways for regulation, responsibility, and cooperation. Teaching emotional regulation strategies is another essential tier one support.
00:22:23
Kristina Lamia
Many students simply have not yet learned how to calm their bodies when emotions rise. Emotional regulation is not something that students automatically know how to do.
00:22:34
Kristina Lamia
It is a skill that develops over time through modeling, explicit instruction, practice, and repetition. Just like reading or math, regulation needs to be taught intentionally.
00:22:46
Kristina Lamia
If we expect students to take a deep breath, ask for a break, or use calming strategies when they are upset, we have to explicitly show them what that looks like and give them many opportunities to practice when they are calm.
00:23:01
Kristina Lamia
This is important because when emotions become intense, the brain shifts towards survival responses. The amygdala activates and the prefrontal cortex becomes less accessible.
00:23:11
Kristina Lamia
In those moments, students cannot easily learn new strategies. And that is why regulation skills must be practiced during calm moments when the thinking brain is fully engaged.
00:23:22
Kristina Lamia
Practicing these strategies strengthens neural pathways so that the brain can access them more easily when stress increases. Over time, repeated practice helps move these responses from something students are told to do into something that they can do more automatically.
00:23:40
Kristina Lamia
One way teachers can explicitly teach emotional regulation is by modeling it during classroom routines. For example, during morning meeting or another calm time of the day, a teacher might say, sometimes when we feel frustrated or overwhelmed, our bodies get tight and our breathing gets faster.
00:24:00
Kristina Lamia
One strategy we can use is slow breathing. Let's practice together. The teacher can then guide students through a simple breathing exercise, such as inhaling slowly through the nose and exhaling slowly through the mouth,
00:24:15
Kristina Lamia
for a count of four seconds each. Four seconds in, hold for four, out for four, hold for four, in for four. Keeping this going. This is also called box breathing.
00:24:28
Kristina Lamia
Practicing together helps students experience what regulation feels like in their bodies. Movement strategies can also be taught explicitly. as teacher might say, sometimes when our bodies have a lot of energy, movement helps our brains focus again.
00:24:44
Kristina Lamia
When we feel wiggly or distracted, we can try stretching, pushing our hands against the desk, or taking a quick movement break. Students can then practice simple exercises such as wall push-ups, stretching, or chair push-ups.
00:24:59
Kristina Lamia
These activities provide proprioceptive input, which helps calm and organize the nervous system. Mindfulness activities can also be introduced as a part of regular classroom routines.
00:25:13
Kristina Lamia
A teacher might guide students through noticing their breathing, listening for sounds in the room, or paying attention to how their bodies feel in their chairs. These moments help students develop awareness of their internal state, which strengthens interception and supports self-awareness.
00:25:32
Kristina Lamia
Another helpful strategy is explicitly teaching students how to use a calm down space or a reset area in the classroom. Instead of presenting it only as a place students go when they're already upset, teachers can introduce it during a calm time.
00:25:48
Kristina Lamia
For example, a teacher might say, this is our reset space. Sometimes our brains need a short break to calm down so we can get back to learning. You might use this space to take a few deep breaths,
00:26:02
Kristina Lamia
squeeze a stress ball, or just sit quietly for a minute. The teacher can then model how to use the space appropriately and practice with students so they understand the expectation. Teachers can also help students recognize the early signs that they need to regulate.
00:26:18
Kristina Lamia
For example, during a discussion about emotions, a teacher might ask students where they feel certain emotions in their bodies. Students might share that their stomach feels tight when they're nervous, their heart beats faster when they're angry, or their shoulders feel tense when they're stressed.
00:26:34
Kristina Lamia
Helping students connect emotions to body stig signals strengthens it. Iteroceptive awareness and helps them notice when they might need a strategy before emotions become overwhelming.
00:26:49
Kristina Lamia
Can these strategies align closely with the CASEL competencies of self-awareness and self-management? Self-awareness involves recognizing emotions and understanding how they how they affect thoughts and behavior.
00:27:01
Kristina Lamia
Self-management involves regulating those emotions and behaviors in order to achieve goals.
Teacher's Role in Environment and Regulation
00:27:07
Kristina Lamia
When teachers explicitly teach regulation strategies and give students repeated opportunities to practice them, they are helping students build the neurological and social-emotional skills needed to manage challenges both inside and outside the classroom.
00:27:23
Kristina Lamia
Ultimately, emotional regulation is not something we can expect students to figure out on their own. It is a skill that grows through intentional teaching, consistent modeling, and daily practice.
00:27:35
Kristina Lamia
When we create space in the classroom to teach and reinforce these strategies, we are helping students build the tools that they need to navigate frustration, stress, and challenges in a healthier and more productive way.
00:27:48
Kristina Lamia
Visual supports are also highly effective because they reduce cognitive load. When stress increases, language processing decreases. Visual schedules, timers, and step-by-step directions provide concrete information that the brain can process more easily than verbal instructions alone.
00:28:07
Kristina Lamia
A visual timer during transitions allows students to see how much time remains, which reduces uncertainty and anxiety. When the brain can see what's coming next, it doesn't have to guess.
00:28:19
Kristina Lamia
Guessing often activates the stress response.
00:28:24
Kristina Lamia
Adult regulation is another essential tier one factor. Neuroscience research shows that nervous systems and nervous systems influence one another through a process known as co-regulation.
00:28:38
Kristina Lamia
Students often mirror the emotional state of the adults around them. When teachers maintain a calm voice, slow movements, and predictable responses, they communicate safety to the nervous system.
00:28:51
Kristina Lamia
Students borrow adult regulation before they develop their own self-regulation. This modeling supports CASEL competencies by demonstrating healthy self-management and emotional awareness.
00:29:03
Kristina Lamia
It is important to understand that regulation is communicated far more through tone, pace, and body language than through the actual words we say.
00:29:15
Kristina Lamia
The brain processes emotional cues from facial expression, voice tone, posture, and movement much faster than it processes language. This is part of what neuroscientists describe as neuroception, the nervous system's ability to scan the environment for signals of safety or threat without conscious thought.
00:29:36
Kristina Lamia
Because of this, it is possible for an adult to use the right words while still escalating a situation if their body and tone are communicating something different. For example, a teacher might say, i need you to sit down, using the correct language, but if the voice is tight and the pace is fast, the body is leaning over the student, or if facial expression shows frustration, the student's nervous system may not interpret those cues as a threat.
00:30:04
Kristina Lamia
I'm sorry, may interpret those cues as a threat. If you use
Preventing Behavioral Issues
00:30:10
Kristina Lamia
the calm language, I need you to sit down and your voice is soft, your pace is slow, you are at a supportive position to the student at a diagonal angle to them and have a neutral or soft facial expression, that's when the student's nervous system can relax.
00:30:31
Kristina Lamia
When that happens, the brain shifts back into cooperation rather than defense. And this is why adult self-awareness is so critical in trauma-informed classrooms.
00:30:43
Kristina Lamia
If our own nervous system is elevated even slightly, students will often feel that shift. Our breathing may become shallow, our voice may get sharper, and our movements faster or more abrupt.
00:30:54
Kristina Lamia
Even subtle changes can communicate urgency or tension to students who are already sensitive to emotional cues in their environment. Taking even a small moment to regulate ourselves can change the entire trajectory of an interaction.
00:31:10
Kristina Lamia
A slow breath before responding, relaxing the shoulders, softening facial expressions, or intentionally slowing the pace of speech can help the adult nervous system settle.
00:31:22
Kristina Lamia
When the adult's nervous system becomes calmer, it sends a signal of safety to the student's brain. That signal helps reduce amygdala activation and allows the prefrontal cortex to reengage.
00:31:36
Kristina Lamia
This does not mean that teachers are expected to be perfectly calm all the time. Educators are human and are human and classrooms are demanding environments. It simply means being aware that our nervous system plays a role in shaping the emotional climate of the room.
00:31:53
Kristina Lamia
When we intentionally regulate ourselves, we create the conditions for students to regulate as well. In many ways, adult regulation is the foundation of trauma-informed practice.
00:32:04
Kristina Lamia
Before students can learn to manage their own emotions, they need repeated experiences of so but being supported by a regulated adult. Over time, those experiences help students internalize the ability to pause, breathe, and respond more thoughtfully.
00:32:22
Kristina Lamia
Through consistent modeling, teachers are not only managing the moment, they are helping students develop the lifelong skill of self-regulation. And a few other strategies that you can use in your classroom tomorrow is to provide opportunities for student choice.
00:32:38
Kristina Lamia
Trauma often involves a loss of control, and when students feel that control is being taken away, their nervous system may react defensively. Offering structured choices restores a sense of agency while maintaining expectations.
00:32:52
Kristina Lamia
For example, asking a student, If they want to start with odd or even problems or where they would like to sit during independent work allows them to feel ownership.
00:33:03
Kristina Lamia
Choice supports responsible decision-making and self-management. And teaching problem solving and repair helps students develop emotional skills needed to navigate conflict.
00:33:16
Kristina Lamia
When mistakes occur,
00:33:19
Kristina Lamia
Guiding students through reflection and repair helps them understand the impact of their actions and identify strategies for next time. This process strengthens empathy, responsibility, and social awareness, all key components of the CASEL framework.
00:33:35
Kristina Lamia
The big idea behind Tier 1 supports is prevention. When classrooms consistently provide safety, predictability, connection, and opportunities to practice regulation, most students can remain engaged in learning.
00:33:50
Kristina Lamia
Strong Tier 1 systems reduce the need for more intensive interventions and create environments where both students and teachers can thrive.
Conclusion and Next Episode Preview
00:33:59
Kristina Lamia
When we look at these strategies through the lens of brain science, trauma research, and social emotional learning, they are not just classroom management techniques.
00:34:09
Kristina Lamia
They are ways of shaping the environment so that the brain can remain in a state that supports attention, connection, and learning. And ultimately, that is the goal.
00:34:19
Kristina Lamia
Not just managing behavior, but building classrooms where students feel safe enough to think, learn, and grow. Thank you for tuning in today, and I hope to see you next week in episode six.
00:34:31
Kristina Lamia
See ya!