Developing a Positive Systems-Informed School Culture: Trauma-Informed and Stress-Sensitive Neuro-affirmative Practices

The WellSchools Network
The Culture Clinic - Dubai

School Leaders - 28th April 2025. 8.30am to 2.30pm

Teachers - 29th April 2025. 8.30am to 12noon

Australian International School, Al Barsha South,
Dubai, United Arab Emirates

In Association with Louise Dawson
KHDA Permitted

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Select Your Course

Advanced Skills in Developing a Positive Systems-Informed School Culture for Senior Leaders.

2,000.00 ŰŻ.Ű„ AED

Advanced Skills in Developing a Positive Classroom Culture for Teachers.

   

1,000.00 ŰŻ.Ű„ AED

April 28th - Senior Leaders' Course Topics

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Understand the principles of trauma-informed, stress-sensitive, and neuro-affirmative practices and their application to school leadership.

Develop strategies for creating and sustaining a positive, inclusive, and supportive school culture at a systemic level.

Implement whole-school policies that foster emotional safety, resilience, and positive behaviour in staff and students.

Analyse the impact of trauma, stress, and adversity on learning, behaviour, and school dynamics, and adjust school policies accordingly.

Cultivate a leadership approach that prioritises well-being and addresses the unique needs of neurodiverse students.

 


Explore the role of consistent Touchpoints, routines, transitions, and the use of clear, intentional language and language anchors in creating a predictable and safe environment for all.

Lead professional development initiatives that encourage trauma-informed, stress-sensitive practices among teachers and staff.

 

Evaluate the effectiveness of systemic interventions aimed at promoting a supportive school culture.

 

April 29th - Teachers' Course Topics

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Understand how trauma, stress, and neurodiversity affect student behaviour and learning in the classroom.


Implement trauma-informed, stress-sensitive, and neuro-affirmative teaching strategies to create a safe and inclusive learning environment.

Develop classroom routines and structures that promote emotional regulation and positive behaviour in all students.

Apply individualized interventions to support students with specific trauma-related, stress-induced, or neurodiverse needs.

Foster positive relationships with students through co-regulation techniques and empathetic communication.

 


Learn to use consistent Touchpoints, routines, smooth transitions, intentional language, and language anchors to reduce stress and foster trust in students.

Evaluate the impact of trauma-informed, stress-sensitive, and neuroaffirmative practices on classroom dynamics and student outcomes.


Collaborate with colleagues and school leaders to align classroom practices with broader school culture initiatives.

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