The Regulated Classroom: "Bottom Up" Trauma Informed Teaching©

by NCC. Emily Daniels, M.Ed, MBA

Organized with large tabs to easily find information and spiral bound to lay flat, The Regulated Classroom guidebook is a foundational tool for teachers. Through clear language and artful illustrations, the book explains the principles of the autonomic nervous system (ANS), the Polyvagal Theory, and the impacts of stress and trauma on the brain and the body. It offers a wide variety of classroom practices and exercises – Connectors, Activators, Settlers, and Affirmations appropriate for K-12 classrooms and students of most abilities.

99 pages, Spiral-bound

Published January 1, 2023

Reviews

[Beth Swahn]

This is exactly what I needed as an educator who felt overwhelmed and frustrated by all the trauma post-covid and in my classroom last year. It gives me hope for a new school year filled with more joy and connection!

[YM]

The Regulated Classroom" purports to offer a "bottom-up" approach to trauma-informed teaching, but in reality, it falls woefully short of its ambitious goal. This book is not only misguided in its approach to trauma but also lacks the depth and authenticity expected from a credible source on the subject.

From the outset, it's evident that the author's understanding of trauma-informed practices is severely lacking. Rather than embracing a trauma-informed lens that emphasizes empathy, understanding, and individualized support, the book adopts a simplistic and reductionist approach that fails to acknowledge the complexity of trauma and its impact on students.

Moreover, the content of "The Regulated Classroom" feels like a haphazard collection of research from various sources rather than an original work informed by the author's expertise. The book lacks cohesion and fails to provide practical strategies for educators looking to create trauma-informed classrooms. Instead, it reads like a regurgitation of surface-level information devoid of meaningful insights or practical applications.

In conclusion, "The Regulated Classroom" is a disappointing read that fails to deliver on its promises. It offers little in the way of genuine understanding or actionable strategies for trauma-informed teaching. Educators seeking guidance on this important topic would be better served looking elsewhere for more informed and insightful resources.