What is NME?
The Neuro-Sequential Model in Education, or NME, is a research-based, biologically respectful perspective on human development designed to help educators and students understand human behaviour and performance. It is based on the work of eminent child psychiatrist Dr Bruce Perry and the clinical team at the ChildTrauma Academy in Houston, Texas. Listen to Dr Perry explain the six core strengths of healthy child brain development here: https://www.youtube.com/watch?v=skaYWKC6iD4
The Neuro-Sequential Model in Education is the bedrock of our educational philosophy at Kotara School – all academic, social, emotional and behavioural planning and support structures are designed and implemented through a neuro-sequential lens.
The goals of NME are to educate faculty and students in basic concepts of neurosequential development and then teach them how to apply this knowledge to the teaching and learning process. NME is not a specific “intervention”; it is a way to educate school staff about brain development and developmental trauma and then to further teach them how to apply that knowledge to their work with students in and outside the classroom, particularly those students with adverse childhood experiences.
The Neuro-Sequential Model in Education is based in an understanding of the sequence in which our brains develop during our formative years. This sequence, illustrated in the picture, is referred to as “bottom up” development, where the lower and middle parts of our brain, which control our survival functions including heart rate, temperature and appetite, develop before the higher parts which control our more complex abilities including speech and abstract thought.
A more detailed explanation of the “bottom up” development of the brain and it’s implications on our practice can be found here: https://www.youtube.com/watch?v=FOCTxcaNHeg
This understanding informs the design of our academic and social learning experiences, which focus on what NME calls the 6 R’s.
The 6 R’s at Kotara School
At Kotara School, we understand that the developing brain requires learning experiences to meet certain criteria in order to be effective and instructional for our students. For this reason, we ask ourselves the following questions regarding our programs:
1. Is it RELATIONAL (safe)?
The human brain will not be in an ideal state for learning if it does not feel safe. For this reason, we ensure that all students at our school experience positive, consistent relationships with staff and peers.
2. Is it RELEVANT (developmentally matched)?
Students in our school have a wide variety of developmental levels, from those that work at an above stage level in one or more key learning areas, to those with specific and complex learning support needs. Academic learning is targeted specifically at the developmental level of our students, and parents are a key stakeholder in this individualised planning.
3. Is it REPETITIVE (patterned)?
The brain develops with an innate need for certainty and predictability. It is difficult for optimal learning to take place in an ever-changing, chaotic environment where there is little certainty about what will occur next. For this reason, our school days are carefully planned and structured, and occasional unavoidable changes are discussed and scaffolded with our students.
4. Is it REWARDING (pleasurable)?
The brain learns best when it is motivated, and it is most motivated when it is enjoying the learning. At Kotara School, our learning experiences are carefully planned to be engaging, hands on, and enjoyable for students with a wide variety of interests and learning styles.
5. Is it RHYTHMIC (resonant with neural patterns)?
From even before we are born, our brains seek and find comfort in rhythms and patterns. For this reason, rhythmic patterns and activities, including breathing exercises, mindfulness, quiet slow tempo music and drumming are part of our daily program at Kotara School.
6. Is it RESPECTFUL (to the student, community and culture)
All academic, social and behavioural learning experiences at Kotara School are held to the highest standards of respect for our students and families and their experiences and knowledge, as well as the diverse cultures of our learners and community. Staff model mutually respectful relationships in their interactions with students and each other at all times.
For more information about the Neuro-Sequential Model in Education, please visit The Neuro-Seuquential Network at www.neurosequential.com .
