Educators

"School personnel have the ability to change the course of children’s lives while meeting their own systems’ goals through teaching children skills to regulate their emotions and behaviors, partnering with families to strengthen children’s relationships with adults in and outside of the school, and allowing them to develop their academic potential."

- National Child Traumatic Stress Network (NCTSN)

Educator Survey

EndSaR seeks to understand the barriers to eliminating involuntary seclusion and significantly reducing seclusion in schools. Our goal is to provide Michigan educators with the options, training, mentorship, practice, support, resources, facilities, equipment, and personnel support required in order to provide even their most vulnerable student with an environment in which they can thrive. This requires prevention of the situations that tend to lead to physical aggression, eliminating the need for seclusion and restraint.

Survey

Educator Toolbox

Resource Document

Overview of position statement, data, & equitable approaches

Resource Guide

Educator Support & Resource Document

Planning Guide

Seclusion & Restraint Reduction Planning Guide

Educator Support

Request for Collaboration with Unions

Dr. Ross Greene

Collaborative and Proactive Solutions

Dr. Lori Desautles

Applied Educational Neuroscience

Dr. Charles Bell

Research on the Impacts of School Discipline

Ali Turfe

Mindfulness Based Stress Reduction

Dr. Mona Delahooke

Beyond Behaviors & Brain Body Parenting

Guy Stephens

Alliance Against Seclusion and Restraint

Dr. Alphie Kohn

Beyond Discipline: From Compliance to Community

Mathew Portell, M.Ed.

Trauma Informed Educator's Network (TIEN)

Equitable Approaches

Behavior is defined as "the way in which an animal or person acts in response to a particular situation or stimulus." However, when approaching student behavior adults often consider only half of the definition; the way in which the student acts. Too often, the second half of the definition, the situation or stimulus, is disregarded in the adult response. In other words, there is often an attempt to change the student's actions without considering a change to the situation or stimulus, which is often where the healthier and more effective solutions can be found. Addressing the situation or stimulus is getting closer to solving the underlying problem that is causing the behavior to occur.

Many schools operate compliance based, punitive disciplinary systems that are triggering to our most vulnerable students. Educators are working in triggering environments within triggering systems. Then, when behavior escalation happens, as it does with extreme frequency according to data, educators are diven de-escalation strategies, they are taught to implement proper CPI holds, and they are given access to seclusion rooms.

These are not crisis prevention strategies. These are crisis management strategies. What educators so desperately need are crisis prevention strategies!

EndSaR maintains a list of Equitable Approaches that are trauma informed, neuroscience aligned, relationship based, collaborative, and effective in preventing the crisis situations that tend to lead to the use of seclusion and restraint.

EndSaR believes that, in order to be applied effectively, school districts must provide educators with regular, in-depth training in the neuroscience of behavior, the Polyvagal Theory, and the Neurosequential Model for Education. Educators must have deep toolboxes with many of these approaches, along with the administrative and personnel support as well as adequate environments to implement them.