A student doesn’t have to be in obvious danger to feel the need to protect themselves.
Instead of thinking only in terms of a “survival brain,” consider what protective mode might look like for a student. They may anticipate embarrassment, failure, shame, or being exposed in an area where they already feel vulnerable.
What looks like avoidance or refusal may sometimes be an attempt to protect themselves from that experience.
Knowing the rule isn’t the same as being able to follow it in a difficult moment. A signed handbook, a reviewed expectation, or a thumbs-up doesn’t automatically give a student the regulation and skills needed to respond differently.
#SpecialEducationBoss #BehaviorIsCommunication #StudentRegulation #BehaviorSupport #Neuroscience #SpecialEducation #TraumaInformed #EducatorSupport #SpecialEducationAcademy
Instead of thinking only in terms of a “survival brain,” consider what protective mode might look like for a student. They may anticipate embarrassment, failure, shame, or being exposed in an area where they already feel vulnerable.
What looks like avoidance or refusal may sometimes be an attempt to protect themselves from that experience.
Knowing the rule isn’t the same as being able to follow it in a difficult moment. A signed handbook, a reviewed expectation, or a thumbs-up doesn’t automatically give a student the regulation and skills needed to respond differently.
#SpecialEducationBoss #BehaviorIsCommunication #StudentRegulation #BehaviorSupport #Neuroscience #SpecialEducation #TraumaInformed #EducatorSupport #SpecialEducationAcademy