Sarah Lathan is a nurture and additional needs teacher, who has worked with children affected by trauma for her entire career, including pupils with social, emotional, and behavioural needs in residential and day schools. She has a Master's in Professional Practice in Education, specialising in adverse childhood experiences (ACEs), trauma and attachment-informed practice. She is passionate about inclusion and social justice and believes all children should feel safe and secure at school.
Inhaltsangabe
Introduction Part 1: Theory 1 Trauma, adverse childhood experiences (ACE's) and attachment 2 Trauma-informed practice: current context 3 Brain development and the stress response system Part 2: The trauma-informed teacher 4 Relationships 5 Working with others 6 Self-care Part 3: The trauma-informed classroom 7 Physical environment 8 Pedagogy 9 Curriculum and ethos 10 Supporting emotional regulation 11 Supporting dysregulation References
Introduction Part 1: Theory 1 Trauma, adverse childhood experiences (ACE's) and attachment 2 Trauma-informed practice: current context 3 Brain development and the stress response system Part 2: The trauma-informed teacher 4 Relationships 5 Working with others 6 Self-care Part 3: The trauma-informed classroom 7 Physical environment 8 Pedagogy 9 Curriculum and ethos 10 Supporting emotional regulation 11 Supporting dysregulation References
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