{"version":"1.0.0","segments":[{"startTime":87.35,"endTime":89.63,"body":"So you know that moment. You're calm."},{"startTime":89.92999999999999,"endTime":92.91,"body":"You're using every de-escalation trick you know."},{"startTime":93.16999999999999,"endTime":97.86999999999999,"body":"And the student keeps spiralling. Stressful, right? Well, here's the truth."},{"startTime":98.41,"endTime":104.71,"body":"If a student you're working with keeps becoming dysregulated time after time, well, de-escalation"},{"startTime":104.71,"endTime":107.57,"body":"probably isn't the answer that you're looking for."},{"startTime":107.58999999999999,"endTime":111.91,"body":"And that's why in today's episode of School Behaviour Secrets, I'll explain why de-escalation"},{"startTime":112.03,"endTime":116.33,"body":"might not be enough and what you should be focusing on instead."},{"startTime":124.25,"endTime":125.64999999999999,"body":"♪"},{"startTime":130.31,"endTime":131.70999999999998,"body":"♪"},{"startTime":134.67,"endTime":136.07,"body":"♪"},{"startTime":139.05,"endTime":141.53,"body":"♪ ♪ ♪"},{"startTime":149.79,"endTime":150.26999999999998,"body":"♪"},{"startTime":152.79,"endTime":159.51,"body":"♪ Hi there, my name's Simon Currigan and welcome to School Behaviour Secrets and truth told"},{"startTime":159.58999999999997,"endTime":164.73,"body":"when no one's looking, I'm the kind of man who's still got an old school iPod, you know, the"},{"startTime":164.73,"endTime":171.97,"body":"kind with a jog wheel an Atari 800XL and a collection of comics because one day I think they might be worth something."},{"startTime":172.07,"endTime":175.91,"body":"If you're feeling me, let's get together and form a support group."},{"startTime":176.29,"endTime":181.29,"body":"Today we're going to be talking about something every teacher and school leader has faced."},{"startTime":181.91,"endTime":185.82999999999998,"body":"What do you do when de-escalation just doesn't work?"},{"startTime":185.87,"endTime":188.05,"body":"You've got a student caught in Groundhog Day."},{"startTime":188.47,"endTime":190.79,"body":"They're heightened again and again."},{"startTime":191.01,"endTime":199.07,"body":"It's distressing for them and it's exhausting for you and that's no good emotionally or academically for the pupil."},{"startTime":199.23,"endTime":204.70999999999998,"body":"It's distressing, it's horrible and also it's putting you through the ringer week after week"},{"startTime":204.70999999999998,"endTime":211.37,"body":"so you feel like you're treading on eggshells and then at the end of the day you go home feeling burned out."},{"startTime":211.53,"endTime":217.04999999999998,"body":"And the thing is, you've tried the calm voice, the supportive stance, the soothing words and"},{"startTime":217.04999999999998,"endTime":220.63,"body":"no matter what you do, the student just keeps spiralling."},{"startTime":220.79,"endTime":223.43,"body":"You feel stuck and you don't know what to do."},{"startTime":223.91,"endTime":225.51,"body":"But here's the truth, right?"},{"startTime":225.51,"endTime":230.82,"body":"By the time you're reaching for a de-escalation strategy in the middle of an explosion… or a"},{"startTime":230.82,"endTime":236.78,"body":"meltdown, you are already on the back foot. You've already lost. Why?"},{"startTime":237.26,"endTime":240.6,"body":"Because de-escalation is designed to put out fires."},{"startTime":240.73999999999998,"endTime":242.79999999999998,"body":"It's not designed to prevent them."},{"startTime":243.2,"endTime":250.26,"body":"If a child's nervous system keeps getting overloaded, you're going to keep going around and around in circles."},{"startTime":250.54,"endTime":255.94,"body":"No de-escalation strategy in the heat of the moment is actually going to put things on the right"},{"startTime":255.94,"endTime":258.78,"body":"track in the long term."},{"startTime":259.14,"endTime":264.2,"body":"And what a lot of people who contact me about de-escalation, what they really want, yeah, is"},{"startTime":264.2,"endTime":270.12,"body":"a set of magic words they can say to you in an explosion that will just calm everything down."},{"startTime":270.84000000000003,"endTime":276.79999999999995,"body":"But reaching for a set of magic words or a magic solution when a child becomes de-escalated,"},{"startTime":276.91999999999996,"endTime":280.53999999999996,"body":"that's the wrong way to think about it."},{"startTime":280.53999999999996,"endTime":287.1,"body":"What if we approached the problem so your student didn't become escalated in the first place?"},{"startTime":287.58,"endTime":292.84000000000003,"body":"And to do that, what we really need to do is get upstream to understand what's fuelling their"},{"startTime":292.84000000000003,"endTime":294.5,"body":"behaviour in the first place."},{"startTime":294.72,"endTime":297.76,"body":"And that's where the set of PAINS come in."},{"startTime":297.79999999999995,"endTime":302.76,"body":"Now, for me, PAIN stands for the Primary Areas of Internal Need."},{"startTime":303.03999999999996,"endTime":308.62,"body":"And when a child is sensitive to one or more of these PAINS, Primary Areas of Internal Need,"},{"startTime":309.0,"endTime":312.68,"body":"it makes it harder for them to regulate throughout the day."},{"startTime":313.1,"endTime":316.64,"body":"So it also makes it harder for us to de-escalate them."},{"startTime":317.4,"endTime":323.08,"body":"Think of it like hidden stress loads that push kids closer to the edge throughout the day."},{"startTime":323.1,"endTime":331.7,"body":"And unless those forces aren't managed, you see kids walking on a tightrope all day long, desperately just holding it together."},{"startTime":331.79999999999995,"endTime":337.02,"body":"And for credit, what I'm going to describe that you can use in your classroom today is adapted"},{"startTime":337.02,"endTime":343.79999999999995,"body":"and based on the work of Stuart Shanker, whose work, in all honesty, really changed the way I looked at dysregulation."},{"startTime":344.12,"endTime":348.24,"body":"So if you've never checked out his work or any of his books, I thoroughly recommend you do so."},{"startTime":348.5,"endTime":356.6,"body":"So let's break down the different areas where a child may experience PAIN, those Primary Areas of Internal Need."},{"startTime":356.65999999999997,"endTime":358.5,"body":"There are five of these."},{"startTime":358.62,"endTime":364.46000000000004,"body":"And as I work through them, what I'd like you to do is I want you to picture a child that has"},{"startTime":364.46000000000004,"endTime":368.34000000000003,"body":"difficulties with heightened emotions that you're working with right now."},{"startTime":368.46000000000004,"endTime":371.05999999999995,"body":"One who frequently becomes dysregulated."},{"startTime":371.74,"endTime":375.04999999999995,"body":"Picture them in class or out on the playground at break time."},{"startTime":375.66999999999996,"endTime":382.25,"body":"And start thinking about which of these pains, primary areas of internal need, apply to them."},{"startTime":382.30999999999995,"endTime":383.28999999999996,"body":"Because all kids are different."},{"startTime":383.99,"endTime":390.87,"body":"Think about what you could start doing now you've identified those areas to support them. So let's kick off."},{"startTime":391.39,"endTime":395.03,"body":"The first area I want to look at is physical pain or stress."},{"startTime":395.13,"endTime":398.39,"body":"Now these are the basic biological needs that we all have."},{"startTime":398.90999999999997,"endTime":401.92999999999995,"body":"But kids feel the effects more strongly."},{"startTime":402.39,"endTime":404.80999999999995,"body":"Think sensory overload in a noisy classroom."},{"startTime":405.39,"endTime":407.71000000000004,"body":"Think poor sleep the night before."},{"startTime":408.49,"endTime":412.16999999999996,"body":"Hunger because they skipped breakfast or even something like an undiagnosed allergy."},{"startTime":412.30999999999995,"endTime":419.51,"body":"A student with a stomach pain or a pounding headache simply can't focus on your lesson no matter how engaging it is."},{"startTime":419.51,"endTime":429.35,"body":"And what looks like difficult behaviour might actually be a body that's struggling to regulate physical stress and pain."},{"startTime":429.68999999999994,"endTime":431.77,"body":"The fix here isn't another detention."},{"startTime":432.25,"endTime":439.07000000000005,"body":"It's often something as simple as food or water or giving them space to regulate their senses."},{"startTime":439.73,"endTime":444.47,"body":"It's support for parents to help them put in place a successful sleep routine."},{"startTime":445.09000000000003,"endTime":449.90999999999997,"body":"Interestingly, just recently I had an operation that left me in a lot of pain for about 5 weeks."},{"startTime":450.57000000000005,"endTime":454.21000000000004,"body":"And it had a massive impact on the way I was able to work."},{"startTime":454.33000000000004,"endTime":455.83000000000004,"body":"And I really never expected that."},{"startTime":455.92999999999995,"endTime":458.03,"body":"I thought I'd just power through it."},{"startTime":458.28999999999996,"endTime":459.21000000000004,"body":"Just get my head down."},{"startTime":459.47,"endTime":462.16999999999996,"body":"But it turned out actually to be really hard."},{"startTime":462.73,"endTime":469.03,"body":"With my brain burning calories just trying to regulate that background sensation of pain."},{"startTime":469.35,"endTime":475.68999999999994,"body":"That left me very few resources left over for managing my focus, communicating effectively or"},{"startTime":475.68999999999994,"endTime":477.37,"body":"seeing a work task through to the end."},{"startTime":478.11,"endTime":485.65,"body":"So if you're working with a child who experiences physical stress, my advice is really look"},{"startTime":485.65,"endTime":494.49,"body":"at what compensating and supporting strategies you can put in place for that child. Next, there's emotional pain."},{"startTime":495.39,"endTime":498.27,"body":"Anxiety, anger, shame, parental conflict, guilt."},{"startTime":498.63,"endTime":501.49,"body":"These are strong feelings that don't just stay at home."},{"startTime":501.49,"endTime":505.37,"body":"They walk into school with the child like a monkey on their back."},{"startTime":505.90999999999997,"endTime":511.47,"body":"A student who's experienced conflict over the weekend or saw his parents fighting or literally"},{"startTime":511.47,"endTime":515.15,"body":"separating, again, they might lash out on Monday morning."},{"startTime":515.59,"endTime":520.12,"body":"Another might feel unsafe in your classroom because of a peer relationship that's gone wrong."},{"startTime":520.96,"endTime":526.58,"body":"And just to unpack that feeling of unsafety for a moment, when you think of something like Maslow's"},{"startTime":526.58,"endTime":532.22,"body":"hierarchy, safety is one of those critical factors at the bottom of the pyramid that needs to"},{"startTime":532.22,"endTime":538.54,"body":"be in play before we care about bigger picture aspects like achieving self-actualisation, which"},{"startTime":538.54,"endTime":544.54,"body":"basically means reaching your potential, forming social connections or learning new skills."},{"startTime":544.62,"endTime":549.16,"body":"And also when emotions are high, logic is low."},{"startTime":549.6,"endTime":559.12,"body":"So if your student is struggling with emotional stress or pain, the strategy here is this, build connection, use empathy."},{"startTime":559.62,"endTime":564.04,"body":"Anyone who's worked with a people affected by trauma or has a background of adverse childhood"},{"startTime":564.04,"endTime":566.6,"body":"experiences, they will know this."},{"startTime":566.9,"endTime":571.26,"body":"In the words of Kim Golding, connection before correction."},{"startTime":571.88,"endTime":573.56,"body":"Make the people feel safe."},{"startTime":573.56,"endTime":578.04,"body":"And the things could be physically, emotionally or whatever."},{"startTime":578.88,"endTime":582.0,"body":"Show you care about their wellbeing and connect with them."},{"startTime":582.74,"endTime":588.88,"body":"Do this first before trying to work through whatever issues are driving their dysregulation."},{"startTime":588.88,"endTime":594.14,"body":"By the way, this is something I'm exploring in much more detail in a book I'm working on right"},{"startTime":594.14,"endTime":596.22,"body":"now about student dysregulation in schools."},{"startTime":596.36,"endTime":600.98,"body":"It's early days, it won't be out for a while yet, but the core idea is this."},{"startTime":601.66,"endTime":603.82,"body":"Kids don't escalate out of nowhere."},{"startTime":604.26,"endTime":611.28,"body":"And as adults, we can help by spotting the stressors early and putting in place compensating strategies."},{"startTime":611.4,"endTime":613.36,"body":"And I'll let you know more as that develops."},{"startTime":613.88,"endTime":616.46,"body":"Then we've got cognitive pain."},{"startTime":617.0,"endTime":622.1800000000001,"body":"Now, this is about how your students process complex information."},{"startTime":623.0400000000001,"endTime":628.66,"body":"Struggling to follow instructions, having a poor working memory, confusion about how to get"},{"startTime":628.66,"endTime":631.1800000000001,"body":"organised for a task, language barriers."},{"startTime":631.74,"endTime":637.12,"body":"All of these pains can fuel the child's stress or distress."},{"startTime":637.78,"endTime":643.28,"body":"Imagine being asked to do a task that you don't understand over and over again."},{"startTime":643.8000000000001,"endTime":649.66,"body":"Or being berated every time you get it wrong over and over and over."},{"startTime":649.7,"endTime":652.0600000000001,"body":"Eventually, frustration is going to take over."},{"startTime":652.1800000000001,"endTime":660.5500000000001,"body":"So the behaviour, the dysregulation we actually see is cognitive overload in disguise. The solution?"},{"startTime":661.3100000000001,"endTime":663.23,"body":"Adaptations into how we present work."},{"startTime":663.77,"endTime":670.1700000000001,"body":"Things like chunking instructions, simplifying language, scaffolding tasks, pre-tutoring language."},{"startTime":670.69,"endTime":675.49,"body":"Even things like more white space on worksheets. Chunking the activities."},{"startTime":675.73,"endTime":682.03,"body":"Just before we get to the next category of pain or primary area of internal need, I've just"},{"startTime":682.03,"endTime":683.15,"body":"got one quick request to make."},{"startTime":683.27,"endTime":688.15,"body":"If you're finding this episode useful, hit the subscribe button so you don't miss future episodes."},{"startTime":688.6700000000001,"endTime":693.85,"body":"And if you could take just 30 seconds to leave us a review on Apple Podcasts or Spotify, it"},{"startTime":693.85,"endTime":698.01,"body":"really helps us reach more teachers and leaders who need this support."},{"startTime":698.19,"endTime":700.27,"body":"Plus, it makes my mum proud."},{"startTime":700.61,"endTime":703.51,"body":"So if you can do that, I'd really appreciate it."},{"startTime":703.57,"endTime":707.69,"body":"And while I'm on this side quest, if you'd like more practical tools for understanding behaviour"},{"startTime":707.69,"endTime":713.2900000000001,"body":"and SEMH needs in your classroom, we've got a free resource to help called the SEND Behaviour Handbook."},{"startTime":713.83,"endTime":719.47,"body":"It gives you clear, easy-to-use fact sheets on common conditions like ADHD, autism and trauma,"},{"startTime":719.91,"endTime":728.13,"body":"plus a behaviour analysis grid that helps you link classroom behaviours to possible underlying needs. The aim is simple."},{"startTime":728.71,"endTime":734.11,"body":"Help you spot issues earlier, look for underlying causes to think deeply about your children's"},{"startTime":734.11,"endTime":740.07,"body":"SEMH needs, and then respond with the right support strategies fast because early intervention matters."},{"startTime":740.07,"endTime":742.83,"body":"You can download your copy today completely free."},{"startTime":743.2900000000001,"endTime":747.57,"body":"I'll drop a link in the show notes, which you can open by tapping on the podcast and looking"},{"startTime":747.57,"endTime":749.85,"body":"at the episode description, or you can go to beaconschoolsupport.co.uk/send-handbook."},{"startTime":756.01,"endTime":757.63,"body":"That's beaconschoolsupport.co.uk/send-handbook to grab it."},{"startTime":761.73,"endTime":763.47,"body":"Either way, the link will be in the notes."},{"startTime":764.09,"endTime":768.87,"body":"All right, so let's get back to the main event, the primary areas of internal need and explore"},{"startTime":768.87,"endTime":772.7900000000001,"body":"what we mean by social pain, the next category."},{"startTime":773.2900000000001,"endTime":780.23,"body":"Now, that's all about fitting in drama and friendships, not knowing the unwritten social rules."},{"startTime":780.61,"endTime":788.8100000000001,"body":"For some kids, social life is a minefield and when they feel excluded or humiliated, behaviour becomes their shield."},{"startTime":788.91,"endTime":796.09,"body":"A student who constantly interrupts may not be attention-seeking, but connection-seeking, and"},{"startTime":796.09,"endTime":801.23,"body":"they find that when what they're doing gains the disapproval of the very adults or peers they're"},{"startTime":801.23,"endTime":805.78,"body":"trying to connect with, that fuels their stress and dysregulation."},{"startTime":806.14,"endTime":812.96,"body":"Another who's rude might be putting up a wall to protect themselves from the very rejection they fear."},{"startTime":813.24,"endTime":819.52,"body":"This type of pain is all about getting our own social needs met, and one of those needs is safety."},{"startTime":820.14,"endTime":824.78,"body":"So thinking about when our ancestors roamed the plains, we would have lived in social groups"},{"startTime":824.78,"endTime":827.32,"body":"of about 20, 30, 40 people."},{"startTime":827.5,"endTime":833.94,"body":"The tribe was essential for our survival, for everything from physical protection from predators,"},{"startTime":834.26,"endTime":837.12,"body":"to finding food and water, to finding a mate."},{"startTime":837.32,"endTime":843.32,"body":"Now, if we had high social status in that group, that would have given us much better opportunities,"},{"startTime":843.5400000000001,"endTime":848.38,"body":"things like the first and best access to the food and water that had been collected by the tribe."},{"startTime":848.5600000000001,"endTime":854.22,"body":"But if we didn't fit in, we would have had the scraps left at the end of the day."},{"startTime":854.82,"endTime":861.0600000000001,"body":"Fitting in socially actually would have directly affected our chances of surviving in the wild."},{"startTime":861.2,"endTime":865.78,"body":"And if we didn't fit in at all, well, there was a chance we would have been thrown out of the group."},{"startTime":866.0600000000001,"endTime":872.78,"body":"And back when humans lived in the wild, trying to survive on their own, well, being segregated"},{"startTime":872.78,"endTime":875.38,"body":"from the group, that was a death sentence."},{"startTime":876.02,"endTime":880.6,"body":"And our minds haven't evolved past this, despite our modern societies."},{"startTime":881.0,"endTime":888.15,"body":"So if we feel that we don't fit into the social group that we're part of, we still experience"},{"startTime":888.15,"endTime":892.09,"body":"emotional discomfort or pain in the background."},{"startTime":892.33,"endTime":898.7900000000001,"body":"So if you see a student struggling with this, the way forward is to explicitly teach social"},{"startTime":898.7900000000001,"endTime":903.51,"body":"skills, coach friendships, and build that sense of belonging in your classroom."},{"startTime":903.73,"endTime":906.75,"body":"And then finally, we've got pro-social pain."},{"startTime":906.7900000000001,"endTime":909.85,"body":"Now, this is less obvious, but just as important."},{"startTime":910.33,"endTime":917.01,"body":"Whereas social skills are about how am I going to fit into the group and get my needs met, pro-social"},{"startTime":917.01,"endTime":920.95,"body":"skills are more about contribution to the group."},{"startTime":921.27,"endTime":924.41,"body":"Thinking beyond yourself and about the needs of others."},{"startTime":924.69,"endTime":927.07,"body":"Because humans need to contribute."},{"startTime":927.45,"endTime":930.89,"body":"Kids want to feel useful and valued and part of a team."},{"startTime":931.1700000000001,"endTime":942.51,"body":"And when they don't get that outlet, or other to the group, pain increases, stress increases,"},{"startTime":943.2900000000001,"endTime":947.45,"body":"and dysregulation and unsafe behaviour often fills the void."},{"startTime":947.53,"endTime":954.15,"body":"I've seen children who disrupt constantly suddenly thrive when given responsibility."},{"startTime":954.47,"endTime":957.63,"body":"Things like handing out books, mentoring a peer, supporting younger pupils."},{"startTime":958.1700000000001,"endTime":964.6700000000001,"body":"By giving those students a role where they can contribute, you ease that stress, give them a"},{"startTime":964.6700000000001,"endTime":968.3100000000001,"body":"purpose, and help role model what it means to contribute to a group."},{"startTime":968.37,"endTime":974.73,"body":"Now the thing is many kids, especially boys, think the way to be a leader or to lead a task"},{"startTime":974.73,"endTime":980.69,"body":"and gain everyone else's approval is to be the fastest, the loudest, the biggest, the cleverest."},{"startTime":980.95,"endTime":985.61,"body":"And sometimes they can put other kids down to help elevate their status."},{"startTime":986.4300000000001,"endTime":993.15,"body":"In a way, they're seeking approval and leadership, but they lack leadership skills to do that effectively."},{"startTime":993.59,"endTime":999.73,"body":"In fact, most kids have never been explicitly taught what good leadership looks like."},{"startTime":999.75,"endTime":1006.25,"body":"It's a set of qualities that elevate the whole group, not just the individual."},{"startTime":1006.89,"endTime":1012.61,"body":"And these are the sorts of skills we need to teach clearly, especially as kids grow older and"},{"startTime":1012.61,"endTime":1015.45,"body":"group work becomes more common to help them thrive."},{"startTime":1015.77,"endTime":1018.89,"body":"So if we step back, here's the bigger picture."},{"startTime":1019.77,"endTime":1022.87,"body":"De-escalation isn't a magic wand. It's a safety net."},{"startTime":1022.9300000000001,"endTime":1025.61,"body":"It's an emergency brake for when things tip over."},{"startTime":1026.25,"endTime":1033.95,"body":"The real work in avoiding kids becoming dysregulated actually becomes before that, before they"},{"startTime":1033.95,"endTime":1035.35,"body":"become heightened in the first place."},{"startTime":1035.83,"endTime":1042.59,"body":"By lightening the children's load across these areas, these primary areas of internal need or"},{"startTime":1042.59,"endTime":1054.6499999999999,"body":"pains, instead of asking how do I de-escalate, start asking what's fueling this child's escalation in the first place. I call this pro-regulation."},{"startTime":1055.55,"endTime":1060.33,"body":"Actively putting in strategies that keep kids regulated throughout the day so they don't become"},{"startTime":1060.33,"endTime":1064.97,"body":"dysregulated in the first place. Prevention always beats cure."},{"startTime":1065.59,"endTime":1071.6299999999999,"body":"So if you're working with a pupil who does keep becoming dysregulated, what can you do tomorrow to apply this approach?"},{"startTime":1071.83,"endTime":1077.6299999999999,"body":"Well, here are a few things. First, observe them. Start looking for patterns."},{"startTime":1077.85,"endTime":1082.8899999999999,"body":"When does dysregulation and heightened emotions and challenging behaviour happen the most?"},{"startTime":1083.05,"endTime":1085.01,"body":"Is it always straight after lunch?"},{"startTime":1085.33,"endTime":1087.01,"body":"Is it when they're working with certain peers?"},{"startTime":1087.45,"endTime":1100.84,"body":"Is it when they're working in school? certain subjects? Then categorise. Use the pain framework. Are the stressors physical? Are they emotional? Are they cognitive? Are they social? Are they prosocial?"},{"startTime":1101.1399999999999,"endTime":1103.62,"body":"Are they spread across two or three categories?"},{"startTime":1104.6,"endTime":1110.96,"body":"Looking through these categories, what it does is it actually helps you catch all the stressors"},{"startTime":1110.96,"endTime":1115.2199999999998,"body":"rather than missing out a key one because it didn't initially jump out at you."},{"startTime":1115.24,"endTime":1120.9199999999998,"body":"You weren't kind of scanning for it as you observed the student. And then compensate."},{"startTime":1121.7199999999998,"endTime":1127.1999999999998,"body":"Make a small adjustment to compensate for the stress that's driving that pain."},{"startTime":1127.62,"endTime":1133.1399999999999,"body":"Maybe it's a snack before a lesson, a simplified instruction, a safe seat or a peer buddy."},{"startTime":1133.7199999999998,"endTime":1137.1399999999999,"body":"Whatever you use is always going to be individual to the student."},{"startTime":1137.6,"endTime":1139.4399999999998,"body":"Different pains require different strategies."},{"startTime":1139.56,"endTime":1143.6399999999999,"body":"But at the same time, no students are the same either."},{"startTime":1144.24,"endTime":1150.24,"body":"And as ever, if you can work in collaboration with the pupil to get their opinion and their"},{"startTime":1150.24,"endTime":1155.9199999999998,"body":"input on how to move this area of their life forward, and you can get them to suggest strategies,"},{"startTime":1156.34,"endTime":1161.1399999999999,"body":"well, now they're invested in it and now they're much more likely to follow through with them."},{"startTime":1161.52,"endTime":1165.82,"body":"And fourthly, try out these strategies for a period and then reflect."},{"startTime":1166.24,"endTime":1168.62,"body":"Notice what worked, what didn't, and then adapt."},{"startTime":1169.12,"endTime":1170.1799999999998,"body":"Behaviour change isn't a one-off."},{"startTime":1170.1799999999998,"endTime":1174.78,"body":"It's a process of tweaking and observing and responding and reflecting."},{"startTime":1175.3799999999999,"endTime":1180.76,"body":"If it didn't work, well, congratulations, you've eliminated a strategy that isn't appropriate"},{"startTime":1180.76,"endTime":1182.2199999999998,"body":"for your child in this situation."},{"startTime":1182.86,"endTime":1190.9199999999998,"body":"Then the job becomes to find another that addresses the same primary area of internal need. And here's the takeaway."},{"startTime":1191.32,"endTime":1197.76,"body":"If your student is trapped in an endless cycle of becoming dysregulated, it's time to stop thinking"},{"startTime":1197.76,"endTime":1201.86,"body":"dysregulation and start thinking pro-regulation."},{"startTime":1202.34,"endTime":1207.6999999999998,"body":"The power is in noticing what keeps them stuck and making adjustments before the crisis hits,"},{"startTime":1207.76,"endTime":1213.3999999999999,"body":"not looking for a set of magic words that will magically dispel them after they've become hype."},{"startTime":1214.08,"endTime":1216.56,"body":"So let me leave you with this."},{"startTime":1216.86,"endTime":1223.1799999999998,"body":"What pains might be fuelling the behaviour you're seeing in your classroom and with your students?"},{"startTime":1223.56,"endTime":1229.1,"body":"And what's the one change that you could make tomorrow to lighten that stress load, that pain?"},{"startTime":1229.32,"endTime":1234.99,"body":"And by the way, if you're dealing with a child who... has issues with attendance or is affected"},{"startTime":1234.99,"endTime":1239.3899999999999,"body":"by emotionally based school avoidance, who resists coming onto the school site because they"},{"startTime":1239.3899999999999,"endTime":1242.29,"body":"just find school, you know, overwhelming in some sense."},{"startTime":1242.6499999999999,"endTime":1245.27,"body":"And you want to know why that is."},{"startTime":1245.31,"endTime":1249.55,"body":"Really drill down into the cause that you can then respond to and do something about."},{"startTime":1249.9499999999998,"endTime":1254.8899999999999,"body":"Well, the pain framework is where you start identifying those drivers as well."},{"startTime":1255.07,"endTime":1259.85,"body":"If today's episode gave you something to think about, I only ask one thing from you."},{"startTime":1260.55,"endTime":1265.07,"body":"Share it with a colleague who's battling similar challenges because when we shift the focus"},{"startTime":1265.07,"endTime":1270.01,"body":"from putting out fires to preventing them in the first place, everyone wins."},{"startTime":1270.77,"endTime":1275.4499999999998,"body":"Students, staff, school leaders and the school itself and the other pupils in the classroom,"},{"startTime":1275.77,"endTime":1280.29,"body":"because then we're freeing up work time for the pupil to achieve academic success."},{"startTime":1280.4299999999998,"endTime":1287.6299999999999,"body":"My name's Simon Couric and I hope you have a brilliant week and I can't"},{"startTime":1297.8899999999999,"endTime":1299.33,"body":"wait to see you next week."},{"speaker":"Transcribed by https","startTime":1325.51,"endTime":1326.9099999999999,"body":"//otter.ai"}]}