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The UPR Project

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18.01.2022 OUR TEAM // Brendan Murray. #theuprproject

16.01.2022 ACES // Adverse Childhood Experiences WHAT ARE ACES? Adverse Childhood Experiences (ACEs) are stressful and potentially traumatic experiences during childhood that can have negative impacts and lasting effects on health, behaviour and wellbeing. Some of the most common forms of ACEs include exposure to childhood maltreatment, maladaptive parenting practices (such as harsh discipline), substance abuse, neglect, divorce and family dysfunction.... HOW PREVALENT ARE THEY? Evidence from population-based studies found that 40-60% of adults have experienced at least one ACE, and a quarter of adults have had at least three such experiences. WHAT DOES THIS MEAN FOR TEACHERS? These children may enter the classroom believing that the world is an unpredictable and threatening place, and that the adults in their lives cannot be trusted. A recent study showed that students with more than 3 ACEs are 32 times more likely to struggle in school, while 48% reported low engagement, 49% had difficulty finishing tasks and 44% had trouble staying calm in the classroom. When you put a kid who had experienced adversity in an MRI machine, you could see measurable changes to the brain structures - Dr Nadine Burke Harris. Teachers can use their expertise more effectively when they understand the academic, social, behavioural and emotional issues that traumatised children face such as extreme irritability, an overactive stress response, learning difficulties, behavioural disorders, failing to understand direction, anti-social behaviour, lack of emotional regulation and misreading context. SEVEN WAYS TO SUPPORT THESE CHILDREN: 1. Adopt a trauma-informed approach. 2. Create a positive school climate where secure attachments between teachers and students are prioritised. 3. Incorporate practices that address belonging and safety. 4. Implement one-on-one time each day with these students (micro moments of connection). 5. Create safe or time-in corners in classrooms where children have a space to take a break. 6. Be predictable and consistent. 7. Focus on connection before correction and remove exclusionary and disciplinary practices.

15.01.2022 Teaching Workshops delivered by the Founding Executive Principal of a school based in youth prisons throughout Victoria. If you or any one you know working in the education space is keen to improve their practice and strengthen their understanding of how to work with challenging and disruptive behaviour, head to our website and register for a workshop. All 20 hours of professional development required for teacher registration renewal each year are covered in The UPR Project o...ne day workshop attached to AITSL's Australian Professional Standards for Teachers (APST). We do this by including access to our Online Program which includes educational podcasts, resources and video tutorials to extend your learning. Please forward on this information to your school to have your workshop included as part of your professional development. To find a workshop near you, visit our website: https://theuprproject.com.au

08.01.2022 Having worked with some of the most challenging and complex students in youth prisons, we know how to help educators manage disruptive and anti-social behaviour and build or repair relationships with students in order to deliver more positive and fulfilling educational experiences. In 2021, The UPR Project will be touring Victoria to provide professional development workshops. Register for our workshop here: https://bit.ly/2YkRgZZ