Schools & Educational Establishments
What you can expect from training with Valiant Minds Education
Increased Understanding
- Of the causes and symptoms of developmental trauma
- Of FASD as a brain and body condition and a working knowledge of the brain domains affected and how these differences look in a classroom setting.
- Of the importance of ‘felt safety’ and key relationships within a school setting
Increased Confidence
- In adopting a brain-based approach when supporting learning and regulation of learners who have a background of developmental trauma.
Acquisition of Practical skills
- In adapting environment, tasks and expectations to meet the needs of learners with developmental trauma or FASD.
CPD Training
Supporting learners with developmental trauma or FASD within an education setting.
Supporting learners with developmental trauma:
- Increased understanding of causes and symptoms of developmental trauma, of barriers faced by learners with lived experience of the care system, or how trauma affects the developing brain and attachment styles.
- Increased confidence in using a brain-based approach to relationship building, regulation and learning.
- Acquisition of practical skills and strategies to promote a sense of 'felt safety,' connection and self confidence within a school environment.
Supporting learners with diagnosed or potential FASD:
- Increased understanding of FASD as a chronically underdiagnosed brain and body condition and how challenges within the ten brain domains of FASD present in the classroom.
- Increased confidence in adopting a brain-based approach to relationship-building, regulation and adapting learning for learners with FASD.
- Acquisition of practical skills and strategies to help learners with FASD to regulate and thrive in a school environment.
Student / NQT Teacher Training
Introduction to trauma-informed practice, FASD awareness and practical support strategies.
From the start of a teacher's professional career, this training ensures:
- Increased understanding of trauma-informed practice and awareness of brain-based differences from the start of a teacher’s professional practice.
- Increased confidence in recognising and meeting the needs of learners with developmental trauma, lived experience of the care system or FASD.
- Acquisition of practical skills and strategies to build relationships, promote feelings of 'felt safety' and differentiate according to brain-based needs of learners.
Consultancy work
Direct consultancy work with schools, or departments within schools. (Online or In Person)
This supports staff to ensure a child or young person is settled, secure and achieving their potential within the school setting. What this work looks like depends on the needs of the young person and the staff – it may involve observations, direct work with the young person or with their support staff, training delivery, resource creation or targeted help around transitions.
Direct Work with Young People
Direct work with children and young people in educational settings
This supports children and young people affected by developmental trauma or FASD to begin to make sense of their responses and feelings in the school environment. What this work looks like depends on the age, stage and needs of the individual.
We offer support in emotional literacy and regulation strategies, helping children and young people to work out what they find difficult about school and understanding what supports they need, targeted work around transition anxiety and around supporting them to understand their brain-based differences.