A trauma-informed response guide for Early Years practitioners/ Teachers Struggling to respond confidently when a child hits, kicks or screams at staff? This practical resource supports Early Years practitioners to move beyond behaviour management and instead understand behaviour as communication. Using the simple Regulate → Understand → Change (RUC) approach, this guide helps practitioners respond calmly, reflect on possible causes of dysregulation and identify supportive next steps. This resource includes: ✓ A practical step-by-step response guide ✓ The RUC framework (Regulate, Understand, Change) ✓ Reflection prompts for practitioners ✓ Strategies to support regulation and emotional safety ✓ Trauma-informed and SEND-friendly approaches ✓ Practical ideas that can be implemented immediately Ideal for: • Early Years practitioners • Nursery staff • Childminders • Reception teachers • Special Educational Needs Coordinators • Inclusion leads Supports: • Dysregulation • Behaviour as communication • SEND practice • Early intervention • Trauma-informed practice • Creating calm and inclusive environments This resource is designed to support practitioners in responding confidently and compassionately to challenging behaviour while maintaining safety for all children. Part of the SEND Classroom Solutions resource collection. Need additional support? Visit: sendclassroomsolutions.carrd.co

A practical checklist to help practitioners identify barriers to learning and support emotional regulation before increasing expectations. Are children struggling to access learning despite your best efforts? This practical Regulation Before Curriculum Checklist helps practitioners reflect on whether a child is ready to process communication, engage with learning and respond successfully to classroom expectations. Designed for busy Early Years and primary practitioners, this resource combines reflective questions with practical strategies that can be implemented immediately. The resource supports practitioners to consider: ✓ Relationships and trusted adults ✓ Regulation and emotional readiness ✓ Processing and communication needs ✓ Environmental barriers ✓ Classroom expectations ✓ Practical strategies to support access to learning Ideal for: • Early Years practitioners • Teachers • Teaching assistants • Special Educational Needs Coordinators • Inclusion leads • Behaviour leads Supports: • SEND practice • Behaviour as communication • Dysregulation • Early intervention • Trauma-informed practice • Inclusive classrooms • Reasonable adjustments This resource encourages practitioners to move beyond asking: “What do we need the child to do?” and instead consider: “What does the child need in order to access learning successfully?” Part of the SEND Classroom Solutions resource collection. Explore more resources: • What To Do When A Child Hits, Kicks or Screams at Staff • Behaviour as Communication Reflection Log • Creating Calm and Inclusive Classrooms Need additional support? Visit: sendclassroomsolutions.carrd.co