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The Neurosequential Model of Therapeutics
NME Schools Programme
NME Schools Programme
The NME is a developmentally sensitive and biologically respectful approach that supports schools to meet the growing emotional needs of their pupils.
The NME is a developmentally sensitive and biologically respectful approach that supports schools to meet the growing emotional needs of their pupils.
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NME Schools Programme
NME Schools Programme
The NME is a developmentally sensitive and biologically respectful approach that supports schools to meet the growing emotional needs of their pupils.
The NME is a developmentally sensitive and biologically respectful approach that supports schools to meet the growing emotional needs of their pupils.
Slider

NME Schools Programme

Our educational psychology service is delighted to be able to offer a creative and dynamic new program for schools called the Neurosequential Model in Education (NME).

Over the last decade there has been increased focus on helping teachers understand how children’s brains develop and change. The NME is essentially a classroom-based approach that offers a programme of staff learning and development to help teachers deliver specific and timely interventions that are consistent with the sequence in which a child’s brain develops.

Our NME schools program offers teachers the opportunity to understand how the biology of stress underpins the struggle some pupils face in being able to access learning. Teacher’s know that adverse childhood experiences (ACE’s) profoundly impact on a child’s readiness for learning. The NME aims to provide teachers with:

  • A new lens for understanding the emotional and behavioural difficulties of their pupils and how best to support them
  • Specialist knowledge and skills relating to the impact of early adversity on how a child’s brain organises and functions
  • A unique mini-brain map tool to help teachers Identify the different developmental ages of a child who is struggling
  • Skills to create more optimal learning environments that better support self-regulation
NME school development leaves in hand

NME Schools Programme

Our educational psychology service is delighted to be able to offer a creative and dynamic new program for schools called the Neurosequential Model in Education (NME).

Over the last decade there has been increased focus on helping teachers understand how children’s brains develop and change. The NME is essentially a classroom-based approach that offers a programme of staff learning and development to help teachers deliver specific and timely interventions that are consistent with the sequence in which a child’s brain develops.

Our NME schools program offers teachers the opportunity to understand how the biology of stress underpins the struggle some pupils face in being able to access learning. Teacher’s know that adverse childhood experiences (ACE’s) profoundly impact on a child’s readiness for learning. The NME aims to provide teachers with:

  • A new lens for understanding the emotional and behavioural difficulties of their pupils and how best to support them
  • Specialist knowledge and skills relating to the impact of early adversity on how a child’s brain organises and functions
  • A unique mini-brain map tool to help teachers Identify the different developmental ages of a child who is struggling
  • Skills to create more optimal learning environments that better support self-regulation
NME school development leaves in hand

NME Schools Programme

Our educational psychology service is delighted to be able to offer a creative and dynamic new program for schools called the Neurosequential Model in Education (NME).

Over the last decade there has been increased focus on helping teachers understand how children’s brains develop and change. The NME is essentially a classroom-based approach that offers a programme of staff learning and development to help teachers deliver specific and timely interventions that are consistent with the sequence in which a child’s brain develops.

Our NME schools program offers teachers the opportunity to understand how the biology of stress underpins the struggle some pupils face in being able to access learning. Teacher’s know that adverse childhood experiences (ACE’s) profoundly impact on a child’s readiness for learning. The NME aims to provide teachers with:

  • A new lens for understanding the emotional and behavioural difficulties of their pupils and how best to support them
  • Specialist knowledge and skills relating to the impact of early adversity on how a child’s brain organises and functions
  • A unique mini-brain map tool to help teachers Identify the different developmental ages of a child who is struggling
  • Skills to create more optimal learning environments that better support self-regulation
NME school development leaves in hand

NME Schools Programme

Our educational psychology service is delighted to be able to offer a creative and dynamic new program for schools called the Neurosequential Model in Education (NME).

Over the last decade there has been increased focus on helping teachers understand how children’s brains develop and change. The NME is essentially a classroom-based approach that offers a programme of staff learning and development to help teachers deliver specific and timely interventions that are consistent with the sequence in which a child’s brain develops.

Our NME schools program offers teachers the opportunity to understand how the biology of stress underpins the struggle some pupils face in being able to access learning. Teacher’s know that adverse childhood experiences (ACE’s) profoundly impact on a child’s readiness for learning. The NME aims to provide teachers with:

  • A new lens for understanding the emotional and behavioural difficulties of their pupils and how best to support them
  • Specialist knowledge and skills relating to the impact of early adversity on how a child’s brain organises and functions
  • A unique mini-brain map tool to help teachers Identify the different developmental ages of a child who is struggling
  • Skills to create more optimal learning environments that better support self-regulation
NME school development leaves in hand
If we understand the biology of stress, we can better understand why our pupils may be struggling in the classroom Steve Garner, Director of NME, Child Trauma Academy
If we understand the biology of stress, we can better understand why our pupils may be struggling in the classroom Steve Garner, Director of NME, Child Trauma Academy
If we understand the biology of stress, we can better understand why our pupils may be struggling in the classroom Steve Garner, Director of NME, Child Trauma Academy
NME schools programme learning music

One of the most unique aspects of NME is it provides teachers with a mini brain map for each child. The mini metric broadly provides schools with:

  • A refreshingly new lens to understand the growing emotional needs of pupils who are struggling as well as the skills to implement targeted regulatory strategies in the classroom
  • An evidence-based and evidence-generating measure that helps explain why a 10yr old child has the reading ability of a 5yr old, the emotional regulation skills of a 3yr old but may have very advanced athletic skills
  • A tool that helps makes decisions on whether a more direct or indirect intervention best meets the needs of both pupils and teaching staff

We believe teachers are the artists of their own classrooms. The NME is not a new model of education but a trauma-informed approach that can be organically infused into education.

We welcome an informal discussion about any aspect of our therapeutic educational services and our NME programme for schools. Please contact us on 01903 206738 or email enquiries@sussexpsychology.co.uk

NME schools programme learning music

One of the most unique aspects of NME is it provides teachers with a mini brain map for each child. The mini metric broadly provides schools with:

  • A refreshingly new lens to understand the growing emotional needs of pupils who are struggling as well as the skills to implement targeted regulatory strategies in the classroom
  • An evidence-based and evidence-generating measure that helps explain why a 10yr old child has the reading ability of a 5yr old, the emotional regulation skills of a 3yr old but may have very advanced athletic skills
  • A tool that helps makes decisions on whether a more direct or indirect intervention best meets the needs of both pupils and teaching staff

We believe teachers are the artists of their own classrooms. The NME is not a new model of education but a trauma-informed approach that can be organically infused into education.

We welcome an informal discussion about any aspect of our therapeutic educational services and our NME programme for schools. Please contact us on 01903 206738 or email enquiries@sussexpsychology.co.uk

NME schools programme learning music

One of the most unique aspects of NME is it provides teachers with a mini brain map for each child. The mini metric broadly provides schools with:

  • A refreshingly new lens to understand the growing emotional needs of pupils who are struggling as well as the skills to implement targeted regulatory strategies in the classroom
  • An evidence-based and evidence-generating measure that helps explain why a 10yr old child has the reading ability of a 5yr old, the emotional regulation skills of a 3yr old but may have very advanced athletic skills
  • A tool that helps makes decisions on whether a more direct or indirect intervention best meets the needs of both pupils and teaching staff

We believe teachers are the artists of their own classrooms. The NME is not a new model of education but a trauma-informed approach that can be organically infused into education.

We welcome an informal discussion about any aspect of our therapeutic educational services and our NME programme for schools. Please contact us on 01903 206738 or email enquiries@sussexpsychology.co.uk

NME schools programme learning music

One of the most unique aspects of NME is it provides teachers with a mini brain map for each child. The mini metric broadly provides schools with:

  • A refreshingly new lens to understand the growing emotional needs of pupils who are struggling as well as the skills to implement targeted regulatory strategies in the classroom
  • An evidence-based and evidence-generating measure that helps explain why a 10yr old child has the reading ability of a 5yr old, the emotional regulation skills of a 3yr old but may have very advanced athletic skills
  • A tool that helps makes decisions on whether a more direct or indirect intervention best meets the needs of both pupils and teaching staff

We believe teachers are the artists of their own classrooms. The NME is not a new model of education but a trauma-informed approach that can be organically infused into education.

We welcome an informal discussion about any aspect of our therapeutic educational services and our NME programme for schools. Please contact us on 01903 206738 or email enquiries@sussexpsychology.co.uk

View the Neurosequential Model

View the Neurosequential Model