Understand Behaviour Through a Neuroscience Perspective: Introducing Reframing Behaviour  

Over one in three children and young people are exposed to at least one potentially traumatic event by the age of 18. According to a study funded by the Medical Research Council (MRC) and published in The Lancet Psychiatry, this exposure doubles their risk of developing various mental health disorders.

This figure may be alarming, but it’s the reality we are living in. The world is facing a mental health crisis, especially among young people, which has led to an increase in disruptive behaviour. Although we have countless resources and tools at our fingertips, the research can be fragmented and overwhelming.

Educators play a vital role in nurturing the growth of children and young people and they have the power to generate and maintain healthy environments where students can learn and thrive. This starts with being able to respond to student behaviour appropriately. Students exhibit the fight, flight or freeze response in different ways. Some become argumentative or defiant (fight), others avoid stress by skipping lessons or homework (flight) and some become mentally or emotionally paralysed, leading to decreased participation (freeze).

Understanding fundamental neuroscience can help educators identify and understand these behaviours, making it easier to implement supportive and inclusive strategies in the classroom. This is where Reframing Behaviour comes in.

How Reframing Behaviour Came to Life

Developed in the US but available globally, Reframing Behaviour provides educators with a deeper understanding of why challenging behaviours occur. Bringing together modern neuroscience research in a straightforward, valuable and interesting way.

Reframing Behaviour is a schoolwide training programme designed for all educators.

The first of its kind training provides actionable skills and tools to prevent disruptive classroom behaviour by teaching educators how to regulate their own emotions while helping students exit fight, flight or freeze mode and enter learning mode.

CPI partnered with Guy Stephens, founder and executive Director of the Alliance Against Seclusion and Restraint (AASR) and Connie Persike, speech language pathologist, educational consultant and founder of Supportable Solutions, to develop the training content for Reframing Behaviour.

The programme is based on the principles of neuroscience, which is essential for educators today as it reveals insights into how the function and development of the nervous system directly influences student behaviour, learning and well-being.

Reframing Behaviour equips educators with the skills to improve their own well-being, effectively supporting students and building a positive school culture for everyone. It provides them with a clear understanding of how the brain and body react to stress, trauma and anxiety. The training reflects the CPI mission through its emphasis on empathy, meaningful connections, personal safety and security. By integrating neuroscience into educator training, we foster a holistic approach that goes beyond academic performance. This comprehensive approach considers students' emotional and psychological health.

Educators who are informed about neuroscience can better understand how trauma, stress, sleep and other factors affect students' cognitive functions and emotional regulation. Armed with this knowledge, educators can develop personalised teaching approaches that address the diverse needs of their students, ultimately improving their learning capacity.