There’s a really strategic approach to front loading -and the entire purpose it to set kids up for success – not heighten them or push them to escalation. It is about providing children with just the right amount of information, setting clear and achievable expectations, providing opportunities to practise skills before they encounter a situation, task, or learning experience.  

In this solo episode Chrissie gives clear guidelines to how and why front loading kids is a must have strategy for your therapeutic tool box - especially when working with kids who live with anticipatory anxiety and ADHD.

Chrissie shares during this solo episode the importance of parents relinquishing control and encouraging their children to step out in the big wide world away from the safety of the family nest.

You see, Augie lives with a disability called Treacher Collins syndrome which is a genetic disorder that affects growth and development of the head. It prevents the skull, cheek and jawbones from developing properly, causing facial anomalies and hearing loss.

The episode also discusses the vital roles of attachment that our educators play in the lives of all children, but just how important they are for children living with disabilities: visble or not..

Disabilities such as attention deficit hyperactivity disorder, autism, anxiety, foetal alcohol syndrome, developmental trauma and dyslexia are just some of the examples of invisible disabilities that people live with in our communities. These disabilities are not always ‘obvious’ to other people as they are part of the human brain wiring. We call this our neurotype and is why I encourage families to teach their kids about their brain as a starting point to understanding neurodivergence.

Education around developmental differences is vitally important as everybody deserves to know that they belong to their community and feel understood by those around them. It’s important that we are having those conversations as families to support understandings for when our kids meet other children who are different to them.

Research indicates that kids who grow up in families where they have access to this information, where it is encouraged as part of their everyday conversations, go on to be more accepting, inclusive and understanding of those with differences to them.”

“When we are a family that embraces and celebrates difference, then our kids go on to do the same. True inclusion starts at home."

You can purchase the book Wonder here: https://www.amazon.com.au/Wonder-R-J-Palacio/dp/0375869026

You can learn more about Treacher Collins Syndrome here: https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/treacher-collins-syndrome

Both Chrissie & Steph have lived experience of raising a little PDAer, and they have learnt so much 'on the job' about just how much these kids are wired for safety and relational attunement from their attachment figures.

We hope this informative chat leads you further into your understandings about how the nervous system is impacted so significantly for these kids in educational settings, and why using intrinsic motivation and known areas of interests, declarative language and understanding sensory systems are paramount when supporting them.

We really need to provide them with as many opportunities for a sense of' felt safety and strongly attuned relationships' to support their nervous system regulation, keep them engaged and able to learn.

Work with Steph Robertson: https://www.sgroccupationaltherapy.com/

Resources mentioned in this episode:

The body keeps the score

Declarative Language Handbook

Dan Siegal - brain hand model

Polyvagal Theory

In short? Yes we are!

When we start to view big behaviours as 'stress responses in children' we can easily start to see that labelling them as 'challenging or defiant', is not very supportive or neurodiversity affirming. In fact, when kids are distressed - they actually need our help and support more than ever.

Our motto is "Compassion over Compliance. Always."

Today we discuss the importance of creating "Regulation Rituals" with kids and how these support nervous system regulation, and how in fact incorporating these into classrooms set our kids up for success each day.

And it is way easier than you might think!

Checkout Chrissie's regulation support tools for kids over in the Brain Builder Shop here:

https://www.chaostocalmconsultancy.com/shop

Check out Sally Galloway's work here: https://www.sallygalloway.com.au/home

The days of a one size fits all model in education are OVER, and it is time that we started to really understand the importance of adapting our educational practices to be more aligned with a child's actual neurotype.

We have go to work with them - NOT against them.

In fact, the more we try to go against a child's natural wiring - the more we risk the change of damaging their self esteem and love for learning.

Dyslexia is a neurotype - one to be celebrated and embraced- and today we learn more about we can support kids with their learning and use a multi sensory approach. The more lines of sensory input we can inject into an activity, the more chance a dyslexic child has of retaining that knowledge.

And can we all just remember, that being neurodivergent has got nothing to do with intelligence and everything to do with how we receive, process and retain information.

You can learn all about Kristy Hayworth and her work within the Dyslexic Community here:

https://www.allkidscan.com.au/

Dyslexia Association Australia: https://dyslexiaassociation.org.au/

Understood- https://www.understood.org/

Today we are learning more about this powerful, but incredibly under utilised therapeutic tool that can be easily embedded in our educational practices as a way of ensuring that our communication is not being lost in translation.

Used by the Autistic community for many years, it is time for all school leaders to understand the vital ways in which we can aim to reduce anxiety and emotional distress in kids by helping them understand the where, when, why and what is expected of them.

Social Stories are a positive, proactive and preventive measure we can use as a whole school approach to demonstrate our understandings and beliefs that not all kids onboard, process and understand information in the same way.

Our guest, Dr. Kathryn Hackman identified a gap between the medical field where she works, and the ways in which we can prepare our kids for medical procedures or needing to go to hospital. These experiences can be incredibly daunting and overwhelming for our children and social stories help them understand what lays ahead in VERY simple, factual information.

Kathryn set to work and has created an incredible tool that creates socials stories in a flash - saving you time and effort - and they can even be personalised for kids and she is currently working on a school version.

Chrissie has been using social stories in specialist settings, and with her own kids for years!

She actually cannot quite believe that more schools have not been implementing this game changing strategy.

Maybe after hearing this conversation, they will.

You can learn more about the origin of social stories here: https://carolgraysocialstories.com/

Courageous Kids here: https://www.courageouskidsapp.com/

It is a supportive tool that has been used in Specialist Educational settings for decades. Chrissie explains just how important they are when working with volatile kids- and why we simply MUST be adopting this protocol into our everyday practices as modern day educators.

Having a supportive team, colleagues and school leaders around you is the key to having longevity in education. It is also vitally important that we also include the little humans who may have witnessed a critical incident in the classroom.

And even more importantly, how we report the incident to the school community, and still preserve the dignity and well-being of the beautiful little human at the center of it all.

You can read more about Chrissie's amazing work in Education here: www.chaostocalmconsultancy.com

There is so much research around the many benefits of incorporating more playfulness, tunes, movement and music to support nervous system regulation in classrooms and schools.

AND- for our little friends who's brains are driven by a 'pervasive drive for autonomy' & singing instructions, or reframing perceived demands in rhyme are an absolute GAME CHANGER!

So folks- warm up your vocal chords - and let's bring more music and singing back into our classrooms! It is a NO brainer!

Learn more about Pip Reid here: https://www.usingmusic.com.au/

But are we throwing them under the bus? They come out of university with NO real education or training about child brain development or stress responses in children. They are not equipped to be able to cope with the rising demands of data collection, Disability Inclusion Profile applications and report writing - all of the things which actually suck a lot of joy out of being an educator.

Today's insightful discussion is with Em Gentle who is dedicating her work to supporting our beginning teachers so that, hopefully, they can stick it out long enough to actually see their pedagogical beliefs, practices and achievements really start to develop. If its one thing we know about teaching, its the kind of job that you get better at the longer you are in the classroom.

This also means that you are going to make mistakes - in fact - you MUST make mistakes to work out who you are as an educator. We are all life long learners and it's ok not to have it all worked out yet.

But how can we provide our beginning teachers with enough support whilst they 'learn on the job' and lead them towards achieving a fulfilling career in education?

You can read more about Ems amazing work here: https://www.thegradguide.com.au/about

Trauma informed practices centre more around a state of 'being, rather than doing' and it comes back to our own nervous system regulation, and our ability to "See the child NOT the behaviour." It means that we use responsive practices, rather than punitive. We also fundamentally know that our role is to offer behaviour support, not sanctions when kids are distressed or overwhelmed.

You can buy Rebecca's book "Safe to Learn" here: https://ambapress.com.au/products/safe-to-learn

You can learn more about the Berry Street Educational Model here: https://www.berrystreet.org.au/learning-and-resources/berry-street-education-model/training-course

Work with Chrissie Davies - Child Behaviour Specialist here: www.chaostocalmconsultancy.com

Well, it starts with having a set of principles and values that you bring to your classroom and the way in which you view each and every student in your care. It centres around having core beliefs that all communication styles and unique ways of learning are valid. It also means that you understand the importance of creating an environment wherein all kids can 'feel safe to learn' in you classroom and school communities.

Neurodiversity affirming practices also acknowledge that with the right supports and accommodation in place, all children can thrive in education.

True inclusion is a way of life. Its all encompassing in the way we speak, think, feel and radiate our beliefs within our classrooms and school communities.

It's actually more about what we do to ensure that every child walks out the gate knowing in their heart, mind and soul, that they belong.

Learn more about Claire Britton and her work : https://www.neuroinclusion.com.au/

In this episode we also discuss Claire Britton's Educational Resource for teachers which can be found here: https://www.instagram.com/p/C7TkR_VRLUf/?hl=en&img_index=1

Chrissie and her family were met very abruptly with a juxtaposition in family and educational values once her kids hit formal learning, and this sent her absolutely reeling. As a specialist teacher she had sat with many parents as they wept, sharing stories of how their kids were excluded, mistreated and marginalised. And now, Chrissie had become of those parents too. She felt completely betrayed and let down by the beloved education system that she had passionately dedicated her entire career to.

Thankfully, though Chrissie had more knowledge than most. She had listened and learnt from the others parents she had supported, and she also had insider knowledge about how the Education System operated. She continued to tirelessly push for answers, advocate for her kids, and believe in the value of school communities. She finally found a trauma informed school that saw her kids for who they truly were- and it changed all of their lives.

Chrissie wants to share her story far and wide because she never lost sight of her children's capabilities and strengths, and she hopes that this will also encourage you to do the same.

Either as a parent, teacher, counsellor, therapist or school leader.

Together we can make a difference.

Connect with Chrissie:

Website: Chaos to Calm Consultancy

Instagram: @chrissiechaostocalm

Facebook: Chaos to Calm Consultancy

There's a reason why people far and wide adore Chrissie, her passion for education and bringing up great kids.

Once you join her on her amazing brain train & philosophy on living life- you'll be totally hooked too!

Connect with Chrissie Davies:

Website: Chaos to Calm Consultancy

Instagram: @chrissiechaostocalm

Facebook: Chaos to Calm Consultancy

Chrissie Davies has been putting the 'chill' into children for 26 years, and she brings a wealth of knowledge to her consultancy practice, books, therapeutic resources, education leadership- and all of this, in between raising her own two gorgeous little brainiacs.

Added to this she is:

*An accredited Emotion Coach

*Tuning into kids and teens facilitator

*Australian Childhood Foundation 'Bringing up Great Kids' facilitator

*ADHD/Anxiety/Childhood Trauma Specialist

*Trained in the Berry Street Educational Model

*Author of two books "Love your brain" and "Love me love my ADHD."

The Brain Builders Shop - https://www.chaostocalmconsultancy.com/shop