As a psychologist and family therapist who is passionate about trauma informed care and supporting educators, I believe that understanding the brain and central nervous system's role in behaviour, relationships and emotions is crucial for fostering a positive and resilient classroom environment. One theory that can profoundly impact teaching and support our students is Polyvagal Theory, developed by Dr. Stephen Porges.
“We take out nervous systems (and all the experiences that shaped them) with us wherever we go – including into our classrooms.”
Debra Wilson
Poly What? What is Polyvagal Theory?
Polyvagal Theory explores the complex interplay between the vagus nerve—a critical component of our autonomic nervous system—and our emotional and behavioural responses. The vagus nerve influences our heart rate, digestion, and social behaviours, playing a pivotal role in how we react to stress and form relationships. Understanding polyvagal theory helps us to learn to speak the language of the nervous system and engage in nervous system to nervous system communication.
“We wear our hearts on our faces and in our voices, as our nervous systems influence our body’s moment-to-moment expression, automatically offering a sense of safety, or danger on one another.”
Stephen Porges
Evolving Understandings of the Stress Response
Historically, the stress response was primarily understood through the lens of the fight or flight response, a concept introduced by Walter Cannon in the early 20th century. This framework explained how the body prepares to confront or escape threats. However, it later evolved to include the freeze response, recognising that some individuals react to overwhelming danger by becoming immobilized or shutting down. Recent advancements, particularly through Polyvagal Theory, have further expanded our understanding by highlighting the critical role of the vagus nerve. This theory explains how the vagus nerve regulates our physiological states and emotional responses, offering a more nuanced perspective on how safety, connection, and survival responses are intricately connected.
Back to Polyvagal Theory
Polyvagal Theory identifies three primary states:
Social Engagement State: When we feel safe, our parasympathetic nervous system, mediated by the ventral vagal complex, enables us to engage socially, communicate effectively, and learn optimally.
Fight or Flight State: When we perceive danger, our sympathetic nervous system activates, preparing us to confront or escape threats. In this state, learning and social engagement are compromised.
Shutdown or Freeze State: When danger feels overwhelming and escape seems impossible, the dorsal vagal complex can lead to a shutdown response, characterised by withdrawal and disconnection.
You can think of this like a ladder.
Understanding Polyvagal Theory through the Ladder Metaphor
Polyvagal Theory can be understood easily using the ladder metaphor, which illustrates the different states of our autonomic nervous system. Imagine a ladder with three distinct sections. The top section represents the ventral vagal state, where we feel safe, connected, and calm. In this state, students are socially engaged, open to learning, and able to connect with others. The middle section is the sympathetic state, often referred to as the fight or flight response. Here, students may feel anxious, agitated, or ready to confront or escape perceived threats. The bottom section is the dorsal vagal state, where students may experience shutdown or freeze responses, characterized by feelings of disconnection, numbness, or withdrawal.
Everyone moves up and down this ladder throughout the day, responding to various internal and external stimuli. The goal is not to remain in the ventral vagal state at all times but to develop a flexible nervous system capable of moving up and down the ladder with ease. A flexible nervous system allows students to quickly return to a state of calm and safety after experiencing stress or threat, or being activated having a great time doing something like playing basketball at lunchtime. This adaptability is crucial for resilience and overall well-being. By understanding this ladder, teachers can better support their students, recognizing that challenging behaviours or disengagement might signal a descent down the ladder. With this knowledge, educators can implement strategies to help students climb back up, fostering an environment where learning and connection are possible.
The Importance of Felt Safety in Learning
For students to thrive academically, they must first feel safe. It’s not enough to be safe – yes they are physically safe with you but they have to feel safe which is more complicated when a person has a background of Adverse Childhood Experiences (ACEs). This foundational feeling of security enables their brains to shift from survival mode to a state where learning and engagement are possible. Without this sense of safety, students may remain in a heightened state of stress, making it difficult for them to focus, retain information, or participate meaningfully in classroom activities. Felt safety is intrinsically linked to the quality of relationships students have with their teachers and peers. Strong, supportive relationships provide the reassurance and connection that students need to feel secure and valued within the school environment.
Felt Safety and Why Polyvagal Theory is Helpful for Educators
Polyvagal Theory offers a powerful framework for understanding and fostering the crucial sense of safety. By recognizing how the autonomic nervous system influences behaviour and emotional responses, teachers can more effectively create an environment conducive to learning. Polyvagal Theory helps educators understand and harness their own nervous systems to remain calm and responsive, even in challenging situations.
Moreover, it equips teachers with insights into their students' nervous systems, allowing them to tailor their approaches to meet individual needs. By prioritizing safety and connection through trauma informed practices, teachers can build strong, trusting relationships that form the bedrock of a positive and resilient learning experience.
Understanding Polyvagal Theory helps teachers recognise that students' behaviours are often adaptive responses to perceived safety or threat. This perspective shifts the focus from "What's wrong with this student?" to "What has this student experienced?" and "How can I help them feel safe?"
Harnessing Polyvagal Theory for Educator Wellbeing and Effective Interaction
Polyvagal Theory also empowers teachers to harness their own nervous systems with practical "hacks" to move up the ladder as needed, promoting holistic wellbeing and self-care. By using techniques such as strong steady breathing, mindfulness, or grounding exercises, teachers can regulate their own physiological state, ensuring they remain calm and present in the classroom. For example, if a student becomes disruptive, a teacher aware of their own nervous system and the possible contagion of emotion might take a few deep breaths (strong steady breathing or longer out breath breathing) to activate their ventral vagal state before responding. This calm, composed approach not only helps the teacher manage their stress but also models self-regulation for the student, fostering a safe and supportive environment for learning.
“Emotions are contagious and brain-aligned relational discipline will need to begin with the adults.”
Lori Desautels
For more ideas on harnessing your breath as a hack for stress and anxiety check out this blog and download the free breathing cards at the end of the blog.
Implementing a Polyvagal-Informed Approach in the Classroom
The ideas and strategies presented here aren’t rocket science and you might already be intuitively doing them, but knowing the science behind why this is helpful can increase motivation to connect with and support students in these ways. You will also need to consider the age of the children or teens you are teaching and the resources available at your school and make adaptations as needed. In the next section are a few suggestions to help you think about each of the key points and what is possible for you in your school system.
Developing Relationships
“When we make time to connect prior to emotional, heated, or controversial moments, we are ensuring that our students will trust us even during conflicts.”
Lori Desautels
Safety and Connection: Establishing a sense of safety is foundational. Greet students warmly, use a calm and steady tone of voice, and maintain predictable routines. Consistent, positive interactions help students feel secure and valued.
Morning Greetings: Start the day by greeting each student by name with a smile or a wave. A consistent, friendly greeting helps students feel welcomed and valued.
Check-ins: Have regular check-ins where students can share how they are feeling. This can be done through a "feelings chart" where students place their name or a marker on an emotion they are experiencing, or even just talking about “battery levels”.
Empathy and Understanding: Acknowledge students' feelings and experiences without judgment. Demonstrating empathy and understanding builds trust and encourages students to share their challenges, fostering a supportive classroom community. You can acknowledge feelings without condoning problematic choices and behaviours.
Active Listening: When a student shares something, give them your full attention. Use phrases like "I understand that you're feeling..." or "It sounds like you had a rough time."
Personal Time: Spend a few minutes each week having one-on-one conversations with students. Ask about their interests, hobbies, or any concerns they might have, showing genuine curiosity and interest in their lives.
Responding to Challenging Behaviour and Big Feelings
“While it may look like rewarding or coddling a student who is “misbehaving” by responding with a calm voice and offering movement, space, time, attention, a second chance, and then a conversation, we are co-regulating that student’s nervous system, creating nervous system plasticity changes so they can access the cortex to share in those necessary learning moments.”
Lori Desautels
Regulate Before Responding: When faced with challenging behaviours or emotional outbursts, take a moment to regulate your own emotions. Here's a great metaphor from Michael McKnight (see www.revelationsineducation.com) - A teacher's brain should be more of a thermostat than a thermometer, i.e., keeping a steady temperature throughout the situation with a goal of creating a conversation and a plan of action. A calm and composed response helps de-escalate situations and models self-regulation for students.
“Children pick up on our emotional tone milliseconds before they process the words we say. It’s our emotional tone as parents or teachers that conveys cues of safety or threat to children, no matter what we’re talking about.”
Mona Delahooke
Pause and Breathe: When a student acts out, take a moment to breathe before responding. This helps you stay calm, collected and responsive instead of reactive.
Mindful Moment: Implement a "mindful moment" signal in your classroom. When tensions rise, use the signal to prompt a brief mindfulness exercise, such as strong steady breathing, grounding or guided imagery.
Validate Emotions: Recognise and validate students' feelings, even if their behaviour is inappropriate. Saying, "I see you're really upset," can help students feel understood and begin to calm down.
Acknowledge Feelings: If a student is upset, say something like, "I can see that you're really frustrated right now. It's okay to feel that way."
Emotion Cards: Use emotion cards with pictures and words representing different feelings. When a student struggles to express themselves, ask them to pick a card that matches their emotion.
Provide Choices and Control: Offering students choices can reduce feelings of powerlessness and help them regain a sense of control. For example, "Would you like to work on this task now or after a short break?" This is especially important if you notice a student has been triggered and is moving "down the PVT ladder" e.g., flushed face, increased breathing rate, physical agitation.
Choice Boards: Create a choice board for tasks and activities. For example, "Would you like to work on the math worksheet or the reading assignment first?"
Break Options: Offer options for taking breaks. For instance, "Would you like to take a five-minute walk in the hallway or have some quiet time in the reading corner?"
“Behavioural challenges are often nervous system challenges, and this is true for both adults and children. When our nervous system feels overwhelmed, human beings revert to survival states of functioning. In this condition, we become reactive rather than preventative and relational.”
Lori Desautels
Teaching with a Polyvagal and Brain-Aware Approach
Create a Safe Learning Environment: Design a classroom environment that feels safe and inviting. Incorporate elements such as seating plans that promote safety, calming colours, pot plants and decorations where possible, and designated quiet areas for students to retreat to when feeling overwhelmed.
Structure, routine, consistency and predictability: Nervous systems like predictability and having a consistent routine and structure will make a difference. When routines and structures need to be disrupted due to planned or unplanned events simple explanations, visual cues and time to adjust help.
Classroom set up: Setting up the classroom with elements that promote a sense of safety and calm can be highly effective. This includes using soothing visuals like nature scenes or artwork in soft colours, creating an "amygdala reset corner" for breaks, and considering where children who are impacted by trauma feel safe sitting, i.e., not trapped in a corner.
Promote Co-Regulation: Engage in activities that promote co-regulation, such as mindfulness exercises, breathing techniques, or collaborative group work. These practices help students attune to each other's emotional states and build a sense of community.
Mindfulness Practices: Start the day with a brief mindfulness activity, like guided breathing or a short meditation. These activities help set a calm tone for the day.
Group Activities: Incorporate cooperative learning activities where students work together to solve problems or complete projects, fostering social connection and co-regulation.
“When we feel calm and centred, we can provide the calm that our children need – regulation that over time, they come to provide for themselves.”
Mona Delahooke
Foster Predictability and Routine: Clear expectations and consistent routines help students feel secure and reduce anxiety. Visual schedules, clear instructions, and regular check-ins provide structure and predictability.
Visual Schedules: Post a daily schedule on the board with pictures and words. Refer to it throughout the day to help students know what to expect.
Consistent Transitions: Use the same signals or songs for transitions between activities. For example, play a specific tune to signal it's time to clean up or switch tasks.
By integrating these practical examples into your teaching practice, you can create a classroom environment that is attuned to students' emotional and physiological needs. This approach not only supports students who have experienced adverse childhood experiences but also fosters a nurturing and resilient learning community for all students.
By understanding and applying Polyvagal Theory, educators can create a classroom environment that supports all students, especially those who have experienced adverse childhood experiences. A brain-aware approach fosters resilience by prioritising safety, connection, and empathy, allowing students to thrive academically and emotionally. Remember, your role as an educator goes beyond teaching; you are instrumental in helping students feel seen, heard, and safe, paving the way for their success.
So take a moment to consider what’s possible for you to increase a sense of felt safety and to build connections with students.
And know just how appreciated you are for all that you do for the young people in your care.
Leonie :)
Dr Leonie White - Clinical Family Therapist and Psychologist
Helping people grow, connect and thrive in life’s unique journey.
For more in depth information with an education focus I recommend these resources/references:
Polyvagal Theory in the Classroom
Desautels, L. (2021). Connections Over Compliance: Rewiring Our Perceptions of Discipline.
Wilson, D. E. (2023). The Polyvagal Path to Joyful Learning: Transforming Classrooms one Nervous System at a Time. Norton Professional Books.
Trauma Informed Classrooms
Brunzell, T. & Norrish, J. (2021). Creating Trauma-Informed, Strengths-Based Classrooms. Jessica Kingsley Publishers. Wyatt-Mackenzie Publishing.
Desautels, L. & McKnight, M. (2019). Eyes are Never Quite: Listening Beneath the Behaviours of our Most Troubled Students. Wyatt-Mackenzie Publishing.
Howard, J. (2022). Trauma-Aware Education: Essential Information and Guidance for Educators, Education Sites and Education Systems. Australian Academic Press Group Pty Ltd.
Please note - this article is educational in nature and does not constitute therapy advice.
Please seek help from a professional if you require support.
Photo Attributions:
Photos from Vecteezy Pro & Canva Pro
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