I have been working with a boy who has been spending much of his time dysregulated and disrupting the learning of others in his class. He is having difficulties at home and, in my opinion, he is not feeling safe and secure. This week, I have watched staff co-regulate with him and I feel a sense of pride in our profession. The adult stayed calm, helped him to his safe space, validated his feelings, and then worked with him to bring him back down emotionally. It took time and it took patience. The adult supporting him was verbally abused at the beginning of the interaction, but she stayed with him. She reassured him, slowly moved near to him until he reached for her hand. Watching him calm and begin to be more present supported by an adult who knows him well and who remains calm throughout was a joy to observe. Even though the situation was stressful in the beginning, I felt calm because I had absolute faith that this adult would be able to calm the child and the problem would be sorted. I believe the child knew this too. It took the adult away from the classroom and it was not a quick process, but for that child it showed him that someone cared, and the world does not need to always be a scary place when you have others around to help you. I know work will be completed with the child on the emotions he was feeling and the different responses he could have given but it will be at a later time, when he is regulated and able to take in what is being said to him. He was supported in the best possible way by staff who know how great his need was in that moment.
Reach Behaviour 