Therapeutic educational facilitation

Be Super provide Therapeutic Educational Facilitation for children and young people aged 5 to 25.
Furthermore the insights in this post may be implemented across multiple sites, for multiple teams – it is duplicatable with full training support.

Our approach is underpinned by Polyvagal Theory in that it seeks to engage the PNS (Parasympathetic Nervous System) to improve social engagement.

Pushing education on people ‘to tick boxes’ is no longer an acceptable option for those lacking in safety and trust:

Education / learning for children and young people needs to by flexible, it needs to avoid ticking boxes, and it should be managed by someone with a focus on not just the learners, but also the support staff, managers, carers, educators and the supporting others.


Therapy needs to come before education, however, they both need integrating into a seamless holistic approach rather than be split into therapy sessions and academic lessons.

Having flexible academic options available, such as Edexcel, AQA, ASDAN, BTEC and others is better than just having one. Verbal and written assessments of practical life skills such as self managent and inter-communication skills is often more important than conventional exams,

When people feel safety and trust they are better placed to want to learn and be creative – T.E.N.T. ACHIEVES THIS!

Meeting Needs – should be as regards life skills and integrating into society, rather than ticking educational boxes.

Developing wider intelligences, rather than the restricted mainstream approach, is also essential. Such flexibility, allows for engagement from adults/staff to incorporate Play, Acceptance, Curiosity, and Empathy.

Mr P from Be Super has experienced first hand the difficulties in supporting individuals who suffer from trauma and chronic stress. He has experienced great success by adopting an approach that focuses on what he has termed ‘T.E.N.T’

More details on T.E.N.T. at the end.

Mr P has produced an incredibly practical approach for both diagnostic use and guidance. This can be useful in identifying the most suitable strategy for each individual. This strategy requires a ‘holistic encompassing approach’ from everyone involved.

The approach is also complimentary, but different to AHCT Therapy (Assessment and Healing of Complex Trauma (it avoids talk therapy/CBT) – as used within most educational establishments – our short video clarifies this:

Thank you for reading or listening to this,

Marcus, Sharon, and Morgan Pearson.

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