Our Approach to Learning

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Understanding behaviour and unlocking learning begins with what is happening in the brain. Learners who have experienced developmental trauma have brains that have developed in response to threat. 

FASD is a condition which alters the structure and functioning of the brain. Understanding what is happening in the brain makes sense of behaviours and barriers to learning. This allows us to think about effective supports. 

You will see a lot of triangles and pyramids on this site. They recur in our approach, in theory and in practice. They refer to several important ideas underpinning our approach to support:

The Maslow pyramid reminds us that learners with FASD or a background of trauma need much more to feel safe and connected in schools. Starting with the brain, we look at how to build these feelings of safety and relational connection so that children and young people are calm enough to learn.

This approach is key to calming the survival brain, particularly after dysregulation. It focuses on regulation first, then relating, and lastly – reasoning. It reminds us to reduce language until a child or young person is calm, instead providing tools for regulation and offering connection. It provides strategies to help with reasoning and reflecting.

Lastly, the triangle represents the three sets of people we work alongside: school staff, parents and learners. When the weight is distributed evenly along three sides, a triangle is the strongest shape there is. It can take a lot of force without breaking. We know the stresses felt by parents in trying to navigate the school system. We know the pressures faced by school staff. And we know the importance of involving learners in their own support strategies. We support them to work together in practical ways.