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Gerry Diamond. @gerrydiamond1971.bsky.social · 1h

We need to stop trying to fix behaviour & start supporting nervous systems & brain states. If we keep viewing behaviour through a lens of punitive measures & outdated frameworks we miss the brain & nervous system completely. This is where real change begins.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 2h

Some slides for 2 weeks tonight .

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Gerry Diamond. @gerrydiamond1971.bsky.social · 18h

A few more tickets away today. Again this event is for anybody working in youth services,education,parent,carers, foster care supporting children & young people. I will also be sending out a copy of the presentation with resources I use working with young people.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 18h

A few more tickets away today. Again this event is for anybody working in youth services,education,parent,carers, foster care supporting children & young people.I will also be sending out the a copy of the presentation & plenty of resources that I use working with young people.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 13/10/2026

Just over 2 weeks until my yearly winter eventbrite. Looking beyond the behaviour & understand the child. Education,social workers, youth workers,foster carers, support workers, parents,carers & anyone working with or supporting children & young people. www.eventbrite.co.uk/e/1999095862...

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Gerry Diamond. @gerrydiamond1971.bsky.social · 13/10/2026

Supporting behaviour in schools starts with understanding the brain & body. When a pupil feels threatened or overwhelmed,their brain & body may prioritise survival over learning, reasoning & self-regulation. When we change how we understand behaviour,we can change how we respond.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 12/10/2026

Just over 2 weeks to go for this workshop in understanding the neuroscience behind behaviour. When we recognise that the brain & body can move into states of stress,threat or regulation.Our response matters: connection & co-regulation can help a child feel safe & regain control.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 12/10/2026

When we confuse emotional expression with disobedience we teach pupils to fear their inner world instead of understanding it. This contributes to emotional suppression Pupils don’t need us to silence their feelings,they need us to sit beside them while they learn how to carry them.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 12/10/2026

Through a neuroscience lens, it reminds us that behaviour is often shaped by stress,dysregulation, biology,underdeveloped brains. If the behaviour keeps returning we need to ask ourselves: What is the nervous system telling us. A neuroscience lens can changes how we respond.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 11/10/2026

My event last year welcomed attendees from New Zealand. Brooklyn New York.Montreal Canada.Ontario Canada.Dublin.Tyrone.Belfast. Multiple people from England & Scotland & also some special guests. Hope to see you all again on the 29th October 7pm.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 09/10/2026

www.eventbrite.co.uk/e/1999095862... Join me for this winter workshop. What happens in the brain during dysregulation. What behaviour may be communicating. How adults can support regulation This event will give you a deeper understanding of the brain & nervous system behind behaviour.

eventbrite.co.uk

Adversity to Hope Dysregulation to Regulation Supporting Young People

This presentation will focus on working with young people's dysregulated behaviour helping them find safety.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 09/10/2026

Behaviour is often rooted in nervous system states.Unmet needs, developmental gaps or trauma. You cannot punish these behaviours into behaving well. It requires support,& teaching children how to notice their nervous system states to help build emotional regulation capacity.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 07/10/2026

www.eventbrite.co.uk/e/1999095862... Just over 3 weeks. Join me for the easily understandable session on the neuroscience of adversity & regulation. What this means in the way we support children & young people. Exploring: Developing brain. Stress response. Dysregulation & much more.

eventbrite.co.uk

Adversity to Hope Dysregulation to Regulation Supporting Young People

This presentation will focus on working with young people's dysregulated behaviour helping them find safety.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 06/10/2026

When the landmine sounds,our first job is regulation,not resolution. “Why did you do this.” “You should have known better.” The prefrontal cortex for reasoning & problem solving becomes less effective. “We cannot problem solve while a nervous system is trying to survive it.”

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Gerry Diamond. @gerrydiamond1971.bsky.social · 05/10/2026

Training with staff tonight on Exploring the Impact of Trauma on Children’s Behaviour. Looking at behaviour through a different lens. A child’s attempt to cope with or communicate distress rather than simply viewing it as “bad behaviour.”

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Gerry Diamond. @gerrydiamond1971.bsky.social · 04/10/2026

www.eventbrite.co.uk/e/1999095862... weeks to go. This event is designed to help adults who work with children better understand what may be happening beneath challenging behaviours & consider practical compassionate ways to support them towards greater emotional regulation & resilience

eventbrite.co.uk

Adversity to Hope Dysregulation to Regulation Supporting Young People

This presentation will focus on working with young people's dysregulated behaviour helping them find safety.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 30/09/2026

Great session this evening supporting staff working with young people. Giving them an understanding of how parts of the brain respond to behaviour, emotions & emotional regulation & how best we can support our children & young people.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 30/09/2026

What state is their nervous system in. History of adversity. Where are they developmentally. What skills do they need help with developing. Help with emotional regulation. You cannot develop skills with consequences alone ,but we can develop skills to make better choices.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 30/09/2026

Pupils need consequences” I think we all know that .But you also cannot consequence a pupil into better behaviour. Consequences may address the behaviour but there is more to supporting pupils than consequences alone, lasting improvements come with an understanding it.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 29/09/2026

Understanding the window of tolerance in schools can help staff to view behaviour differently through a nervous system & brain state lens & how to best support pupils when they are experiencing emotional dysregulation & challenging situations “What is happening for this pupil right now?”

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Gerry Diamond. @gerrydiamond1971.bsky.social · 28/09/2026

Pupils carrying-trauma isn’t just psychological it can influence their nervous system.This can show up in their behaviour in ways that are sometimes mistaken as defiance or attention problems.Schools can support pupils by teaching & providing opportunities for regulation.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 28/09/2026

Training should be mandatory in all schools on understanding child development,emotional needs,developmental stages & trauma responsive practices. This would inform & support school staff in more behaviour management skills & responding in ways that support long term change.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 27/09/2026

Poverty is generally where the most stress is & stress especially long -term impacts pupils brain development. This also affects the pupils stress response system impacting emotional regulation. With the correct support we can influence the underdeveloped skills missing.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 27/09/2026

You cannot punish a pupils brain with emotional needs, developmental needs,or unmet needs into regulation & behaving differently. You have to provide the correct support for skills missing & create the conditions that build & make regulation possible.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 25/09/2026

Punitive sanctions in a way to stop behaviour does not teach skills ,tools & techniques to make pupils behave differently next time.Teaching pupils what to do differently helps strengthen brain circuitry, supporting self regulation,impulse control & strengthens neural pathways.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 25/09/2026

Children’s brains are still developing with the prefrontal cortex one of the last regions to mature around the mid-20s. This has a major impact on teens behaviour in secondary schools as they have strong emotions & act impulsively because of the brain systems involved.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 23/09/2026

Educational settings can make a substantial difference to pupils by understanding neuroscience,how to support pupils who have experienced chronic stress, trauma,neglect,& secondary schools understanding adolescent dev.This does not remove boundaries & teaching expertise. It strengthens it.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 22/09/2026

To view pupils behaviour through a lens of stressed behaviour staff do not need to be a neuroscientist.Understanding how the brain develops we can better understand our pupils. How stress impacts them we can better understanding their behaviour.How attachment influences regulation.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 21/09/2026

Pupils brains work best when their upstairs & downstairs are working together.This means top-down driven behaviour is available for problem solving,managing impulses. When pupils become stressed & overwhelmed,the downstairs brain temporarily disconnects from the upstairs brain.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 21/09/2026

www.eventbrite.co.uk/e/1999095862... An evening workshop on distressed behaviour & the impact this has on children’s brain development,function & how this becomes wired into their biology. How can we best support them when they are highly dysregulated using regulation as behaviour management

eventbrite.co.uk

Adversity to Hope Dysregulation to Regulation Supporting Young People

This presentation will focus on working with young people's dysregulated behaviour helping them find safety.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 21/09/2026

Trying to punish or discipline a pupil while their brain is highly dysregulated can tend to escalate the situation rather than de-escalate. This does not mean boundaries disappear.We need to tend to the state first so the pupil is calm enough to think, learn , talk & repair.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 20/09/2026

Attachment patterns of isolation,disconnection & punishment in schools play a huge role in current & future brain function & the health of children's nervous systems. Do we create ed settings where connection is felt regulating.? Or primed for protection over connection?

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Gerry Diamond. @gerrydiamond1971.bsky.social · 20/09/2026

When dealing with a dysregulated pupil,you need to have a regulate first approach.Trying to impose consequences,discipline & for them to process consequences in these moments are less effective. The behaviour can escalate If we do not address the heightened brain state first.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 18/09/2026

Our aim is to help young people regulate their nervous system & to regulate themselves. It is important how we coordinate our response and sequence our response. If we start in the wrong place,we can make matters worse.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 17/09/2026

Pupils brain’s & nervous systems do not arrive at school with the same experiences of safety,connection & relational wealth. Many arrive with the experiences of ongoing stress,fear & neglect. This can leave them with an underdeveloped cortex & a nervous system easily triggered.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 17/09/2026

“The difference between hope & hopelessness is having one person who cares. “ That one person can make a huge difference to a young person’s life.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 15/09/2026

Children from chaos & unpredictably will normalise chaotic dysfunctional patterns because it is familiar to them. They will normalise this dysfunction because it is all they know. Supportive & healthy relationships can soothe the nervous system.create different experiences & rewire brain circuitry.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 14/09/2026

A pupils nervous system is always asking.”Am I safe,am I connected enough to learn?” When a pupil is in the middle of a meltdown ,they are not refusing to learn,they are unable to. Regulate.Relate.Connect.Learn.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 14/09/2026

Stress changes the way a pupils brain absorbs information, It shifts from exploring to surviving. In this state,logic & learning simply won’t land. We need to work from the bottom up. Behaviour support is not only what we say or the consequence we give. The timing & sequence matters.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 11/09/2026

“How will they learn if we don't punish them?” Punishing a child never helps them regulate their behaviour, you're only dosing up their stress response & adding more pain. If we want our pupils to behave better,we first need to understand why they are behaving in this way.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 10/09/2026

The impact of ACEs & toxic stress on the developing brain & body are some of the most harmful health challenges for our pupils. This impacts their ability to self regulate & access impulse control. Exposure to ACEs & toxic stress pupils experience are the problem,not the pupils.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 10/09/2026

Your school & classroom environment strongly influences pupils nervous systems. How they learn to protect themselves or how they attach,respond,learn,absorb information & participate. When a pupil feels safe,their brain is more susceptible to learning & achieving.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 08/09/2026

Pupils learning is deeply relational as well as intellectual. Their brain is always asking “Am I safe here,or am I primed for protection.” We can strongly influence that answer by orienting their brain towards learning or their brain towards surviving.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 07/09/2026

2 hour training sessions tonight with staff from various setting on understanding distressed behaviour. Children’s brains develop from the bottom up. Common forms of distressed behaviour. Why distressed behaviour happens. Stress response in children. Triggers for fight,flight,freeze ,fawn.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 07/09/2026

When the brain is being pulled into a fight/flight direction,the emotional threat is no longer just external it becomes internal,the survival pathways are now switched on. It doesn’t matter how good your content or lesson is. The brain isn’t solving or learning,it’s protecting.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 06/09/2026

Pupils cannot learn if they are anxious, stressed, worried, or afraid. Their brain is not absorbing the lesson.Its searching for safety.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 04/09/2026

The brain develops from the bottom up. 1.Brainstem 2.Limbic 3.Cortex Typical development would mean that children shouldn’t have to be living in survival mode. Growing up without safety & relational wealth . When your emotions felt too much,your body didn’t know where to put them.

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Gerry Diamond. @gerrydiamond1971.bsky.social · 02/09/2026

For pupils to thrive in school,they need their survival & emotional needs met first.This is where the brainstem,survival & limbic attachment system come in.The brain needs safety & connection before learning becomes possible. 1. Safety. 2.Connection. 3. Regulation. 4. Learning.

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