TOOLS FOR REGULATING

The Tools For Regulation training by Elle has been designed with our specific setting and Wellbeing Brains curriculum in mind. The aim here is to provide an experiential overview and reasoning for utilising these tools within our school.

The training covers:

Neuroscience - How our brains wire and fire
Role of the Nervous System
Physiology of Breath - why style of breath matters
Experiential practises for emotional regulation

Near the end of this page you will find videos on how to teach the individual tools for regulation, these are to remind teachers how to use them, please revisit them as and when. They are designed for the teacher, not for classroom use. These videos are not included in the downloadable presentation below.

This training links directly to the Mental, Emotional and Social Wellbeing Brains lessons.

PRESENTATION Download

You can download the full presentation here...

Please note all resources on this page are for the use of Kellands staff. Please do not share the presentation or resources outwith.

Kellands Tools For Regulating.pptx

table of regulatory tools

This is an enlarged version of the table of regulatory tools. Teachers may want to have this printed and handy.

Table of Regulatory Tools.pdf

Brainstem - reptilian brain, survival instincts. Autonomic functions. Breathing, heart rate, blinking, bowel movements. It also mediates messages going between the brain and body and vice versa. This part of the brain can be quickly reactive to anything being out of balance.

Cerebellum - sometimes referred to as "mini brain" this is a fascinating and busy structure. It's the skill centre of the brain and manages our ability for balance and coordination. Recently this part of the brain has also been discovered to be important in emotional regulation.

Hippocampus - this is our explicit memory storage system. It stores memories that we can access and this allows us to build a library of learnings. Unfortunately, this structure is extremely vulnerable to cortisol, which is our stress hormone. Cortisol is catabolic in nature and it has been shown in stressed brains that hippocampal volume is smaller meaning there is a reduced capacity for working and long-term memory.

Amygdala - sits right next door to the hippocampus - this is our alarm system responsible for setting off the fear response when we perceive danger. The amygdala also stores implicit memory which is memory outwith conscious awareness. This can be where "trauma triggers" and reactivity come into play. For example, we aren't necessarily aware why someone approaching us wearing a red jumper makes us shrink in fear but there could be an implicit memory stored about a time when something bad happened and someone was wearing a red jumper.

Cerebrum - largest part of the brain houses the part of the brain which manages and redirects input from the senses. It is separated into two sides with the right side controlling the left side of the body and vice versa. This is where our language centre is housed and our ability to listen, watch, think and learn is here but as this is the higher brain when children are stressed a lot of the messages don't even get this far before they become reactive.

Pre-Frontal Cortex - is the logical part of the brain responsible for executive function and problem solving. We have to be calm and in balance in order for us to be able to gain access to the upper parts of our brain.

This is really scratching the surface of course then we have to factor in the myriad of neurotransmitters and hormones that send signals and messages between brain structures which define how we react and behave.

One that we should familiarise ourselves with is Dopamine.

Dopamine is a neurotransmitter (messenger) which plays many roles, it is both excitatory and inhibitory and its jobs relate to movement, cognition, executive function, reward, motivation and control of various hormones including stress hormones.

If a child has experienced early life stress (and it isn't only the obvious cases) it is known that dopaminergic reward pathways are negatively affected along with connectivity between the PFC and the emotional centre of the brain.

There is consistent evidence that stress during childhood changes neural plasticity (the brains ability to grow connections and adapt) this can be muted making learning environments much more challenging.

Reduced DA sensitivity has been linked to risky behaviours, lack of impulse control, higher potential for substance abuse further down the line, heightened prevalence of depression, inability to regulate emotions and performing anti-social/rule-breaking behaviours by way of seeking false reward.

I think now, more than ever, we need to recognise that while there are cases of horrendous treatment of some children, most children and adults have experienced extreme stress, living through COVID-19 and the aftermath. And so we are not talking about the minority here...

Our nervous systems resonate with an electrical pulse that can cause another person's frequency to lift or lower to match our own.

I think in schools we have a huge opportunity to co-regulate with the children in our care and that's why it's so important to have experience in regulating ourselves to provide a sense of safety and holding for those around us who may not have the capacity to regulate alone.

Flock - we are wired for connection - looking for safety cues from those around.
Flight - SNS response - rush of stress hormones and increased levels of glucose in the blood in preparation for energy expenditure.
Fight - SNS response
Freeze - technical name is Tonic Immobility - Dorsal Vagal PNS response - inability to speak or move. For humans this can be a learned state that arises as a result of perceived threat.
This happens when the amygdala encodes an instantly passive, shut-down response and doesn't have the ability to discern whether the response is appropriate. In order to counteract this automated shut down we need to use effective action, using large muscle groups to mimic fight/flight response. Another part of the brain affected here is Broca's area responsible for processing speech . Interestingly this brain area can be brought back online by getting person to talk about anything or inviting them to mirror hand movements. This is thought to be due to gestures relating to communication.

WINDOW OF TOLERANCE

The window of tolerance refers to the zone of arousal where one can function optimally. This would tend to occur when our nervous system is regulated, when we feel safe in our environment and feel co-regulated with others. This is our social engagement network and this is the optimal state for learning and growth.

When we step out of our window of tolerance we become either hyper-aroused or hypo-aroused. We have the capacity to widen our window of tolerance and increase emotional resilience but this is dependent we can do this by practising and engaging our tools of regulation. We can use the tools for lifting when we come towards a state of hypo-arousal and tools for calming as we approach states of hyperarousal.

WHAT IS INTEROCEPTION?

Interoception is a pre-requisite for self-regulation. It is the perception, recognition and understanding of the internal physical states of the body. Interoceptive signals send a message when the internal balance is off and prompts us to take action. Processing of interoception is essential to self-regulate. Self-regulation is the ability to manage our emotions. Interoception provides the tools to know when we are developing emotional reactions and the skills to be in control of these reactions.

In Australia there has been a trial since 2019, teaching interoception techniques in Primary schools twice daily (activities are as little as 5 mins long) findings show improvement in the overall pro-social behaviours within the classroom in as little as 8-10 weeks. Data shows that this improvement in overall behaviour was sustained after engaging in these regulatory techniques for a year. The department of education in South Australia implemented a Universal approach to decreasing challenging behaviour and the effects were statistically significant. Full article below:

Publication-Thriving-at-School-how-interoception-is-helping-children-and-young-people-engage-in-learning-everyday (1).pdf

Physiology of breathing

Breath is primarily a chemical matter.

Nasal breathing - explain importance of that. Mouth breathing lose too much CO2. Overbreathing.

Changes the shape of the face over time.

Gas exchange - O2 in CO2 out. CO2 sets our respiration rate. CO2 levels control whether or not O2 is released into tissues. CO2 dilates smooth muscle; arteries, airways, intestines etc. CO2 creates a natural antioxidant which inhibits free radicals destroying cells (caused by too much O2). CO2 controls the bodies PH level.

Diaphragm connected via fascia to heart, lungs, vagus, digestive system, PSOAS muscle.

Our heart is innervated by both sympathetic and parasympathetic ganglia. Each inhale sends sympathetic excitatory neurotransmitters through the heart making it beat faster. Exhale sends inhibitory neurotransmitters through the parasympathetic channels to slow and soothe the heart muscle. Ideally, these long slow, low, smooth breaths increase HRV, which is the time our heart takes to return to its resting HR after exertion.

How we breath really matters...

Many who live with a dominant sympathetic arousal state (adults & children) therefore chronically over breathe although this might not always be obvious. Signs can be yawning, sighing, gasping a breath before speaking...

As we can see there isn't really a system within the body that chronic hyperventilation doesn't affect. But our main concern here is the effects on the ANS; brain fog, mood swings, chronic stress, anxiety, panic, depression, chronic fatigue, sluggishness, inability to pay attention, affected memory and inability to access logical thinking for executive function.

Table of Regulatory Tools & GUIDANCE

FINGER BREATHING

Multi-sensory experience. Increase HRV which drives parasympathetic dominance. Slow controlled breathing been shown to be quickest way to alter energy. Adult coherent breath rate is 6 seconds in 6 seconds out. Children’s rate is 3.

Further to the finger breathing technique or coherent breath rate, here is a YouTube coherence chime that can be used for adults/staff who want to practise this tool for increasing emotional resilience and heart rate variability. The tone indicates adults' optimal breath rate of 5 breaths per minute. As discussed during the workshop the breath rate for kids should be reduced to 3 + 3 counts.

BUTTERFLY HUG

Hugging releases oxytocin which is the love hormone and even when we use deep pressure on our own arms this can be the case. This can help someone feel more connected to themselves and others. The tapping is rhythmic and therefore reminiscent of natural regulatory behaviours like stimming which are grounding, soothing and relaxing. May help to reduce overwhelm. Visualisation can also be very calming and grounding whilst appealing to those with mind wandering tendencies.

CHILD'S POSE

Grounding and soothing position which may signal safety within a persons’ body. Gentle pressure on the abdomen can help improve proprioception (sense of where we are in space) and interoception. Forward folds have been shown to lower BP and may induce relaxation response.

HUMMING BEE BREATH

This breath is calming, grounding and soothing for the nervous system. It has been shown to increase NO which has anti viral properties and is a vasodilator so may increase oxygenation and improve cellular respiration. Releases serotonin & dopamine.

COUNT to 10

Counting to 10 and back gives us time to pause and reduce the build up of anger. We can add sensory tasks such as counting out loud, squeezing arms and slowing down the breath. Consciously engaging with sensory input can improve body awareness and recognising feelings of anger and utilising a tool to downregulate should be celebrated as this shows good interoception and self-regulation.

BREATH OF JOY

Stimulates the SNS, moves energy throughout the body, oxygenates blood, brings a sense of focus & balance.

Jump and Squat

Mimics the SNS. Effective action for reversing tonic immobility. Uses up the energy and hormones created by the stress response which can in turn tire and relax the body, help us feel grounded and connected to our body and the Earth and reduce rumination and anxiety.

STEAM TRAIN BREATH

Stimulates SNS, increases BDNF (neuroplasticity) may improve capacity for learning, increases HRV, initially activating but due to allostasis nervous system activates PNS post KB breath. May increase mental clarity, focus, and promote relaxation.

*Caution with children who have asthma - this breath may be helpful but could induce panic so be mindful of language and let them know they can go into soft slow breath instead.

TENSE AND RELEASE

Effective action against tonic immobility. Improves interoception and body awareness. Can help to reduce anxiety, stress, physical tension and feelings of anger. This is a useful practice for those who find stillness in mindful practices difficult, it can help to reduce mind wandering and ruminative thoughts.