Our Approach
Trauma-informed. Strength-based. Neuro-affirming.
At Creative Inclusion, we don't just support neurodivergent young people—we understand them. Our approach is grounded in a deep appreciation of each learner’s internal world and external environment and built on relationships that respect their lived experiences. With a true understanding of trauma-informed, and neuro-affirming principles we prioritise emotional safety, relational connection, and meaningful learning. We recognise that children and young people thrive when their environments are attuned to their developmental stage, sensory profile, and lived experience.
We intertwine the foundational principles of Maslow’s Hierarchy of Needs and Dr Bruce Perry’s Neurosequential Learning Model to guide our practice. This means we prioritise emotional safety, regulation, and connection before cognitive demand—and build from the bottom up, not the top down.
Integrating Brain and Behaviour: Dr Bruce Perry’s Neurosequential Learning Model
We draw upon Dr Bruce Perry’s Neurosequential Learning Model to understand how trauma impacts brain development and behaviour. This model highlights that the brain develops in a hierarchical sequence—from the lower, more primitive regions responsible for survival and regulation, to the higher cortical areas involved in reasoning and learning. When trauma disrupts this sequence, children may struggle with emotional regulation, social connection, and cognitive processing.
Our interventions follow the model’s core principles of:
Regulation: Creating safe, sensory-aware environments that support nervous system regulation.
Relationship: Building consistent, attuned relationships that foster trust and connection.
Reason: Supporting cognitive and academic growth once regulation and relational safety are established.
We apply this framework through both educational and therapeutic lenses:
Neurosequential Model in Education (NME) helps educators understand that behaviour is often a reflection of a child’s regulatory state. We support a shift from punitive responses to strategies that nurture regulation and connection.
Neurosequential Model of Therapeutics (NMT) guides our therapeutic planning by mapping each child’s relational history and developmental profile. This allows us to design sequential, repetitive, and relationally rich interventions that promote healing and recovery.
Maslow’s Hierarchy of Needs: A Human-Centred Lens
Maslow’s Hierarchy complements our neurodevelopmental approach by reminding us that children’s basic needs—such as safety, belonging, and esteem—must be met before they can engage in higher-order learning and self-expression. We embed this understanding into every aspect of our provision, ensuring that:
- Physiological and sensory needs are acknowledged and supported.
- Emotional safety and relational connection are prioritised.
- Children feel valued, heard, and empowered to explore their strengths.
A Developmentally Respectful Framework
By integrating Maslow’s Hierarchy with Dr Perry’s Neurosequential Model, we create a layered, responsive framework that meets children where they are—neurologically, emotionally, and developmentally. This allows us to:
- Tailor interventions to each child’s current stage of regulation and readiness.
- Foster environments that promote healing, connection, and curiosity.
- Celebrate neurodiversity through creative, relational, and sensory-aware experiences.
Bottom-Up Development is Foundational
- Just as Maslow emphasises meeting basic needs first, Perry states that the brain must be regulated from the bottom-up, starting with the brainstem.
- Learning and healing cannot happen if a child or young person is dysregulated or feels unsafe.
Safety and Connection Precede Learning
- Emotional safety and trusted relationships (limbic system) are prerequisites for engaging the cortex (thinking brain).
- This validates the importance of relational and social-emotional learning (SEL) before academic instruction.
State-dependent Learning
- A child's or young person's ability to learn depends on their current emotional and physiological state.
- If a child is stressed or triggered, they revert to lower brain functions, making reasoning, reflection, and regulation almost impossible.
Patterned, Rhythmic Activities Support Regulation
- Activities like drumming, walking, breathing exercises, and mindfulness help to regulate the lower brain.
- These are essential before transitioning into tasks that require focus or abstract thinking.
Holistic Support is Essential
- Maslow and Perry's models advocate for a whole-child approach - addressing physical, emotional, relational, and cognitive needs.
- The work we do in Creative Inclusion Learning Studio reflects this beautifully.
Trauma-Informed Practice is not Optional
- Understanding how trauma affects brain development and behaviour is crucial - the Creative Inclusion team are all Trauma-Informed Coaches and registered with the International Practitioners of Holistic Medicine (IPHM).
- Healing and learning must be sequential, relational, and regulated.
What this looks like in Practice
- Attendance at Creative Inclusion Learning Studio - Up to three days per week in our sensory-aware, welcoming space.
- Outreach Support - In homes, schools and community settings
- 1:1 Bespoke Mentoring: Relational, responsive support tailored to each young person
- 1:1 Coaching: Academic and therapeutic coaching to develop skills for life, learning, and work
The daily schedule at Creative Inclusion Learning Studio starts with breakfast, mindfulness, and SEL - this reflects both Maslow's and Perry's models.
- Breakfast and Mindfulness: Meets physiological and safety needs, regulating the brainstem.
- SEL Sessions: These build emotional connection and relational safety, engaging the limbic system.
- Journaling and Mindfulness: Support reflection and self-actualisation.
Creative Inclusion Timetable – Academic Year 2025/2026
Our approach is not linear—it’s iterative, compassionate, and rooted in the belief that every child deserves to feel safe, connected, and capable of growth.
The Staged Approach
1. Safety First
We begin with feeling safe—creating environments where young people can regulate, rest, and trust. This includes sensory-aware spaces, gentle routines, and trauma-informed mentors attuned to subtle cues of stress, overwhelm, or shutdown. When young people feel safe and calm, they are ready to learn.
2. Sequential, Relational Learning
Using the Neurosequential Learning Model, we map and understand each learner’s developmental journey. Our team considers brainstem-based needs (movement, rhythm, regulation), limbic needs (connection, emotion), and cortical readiness (abstract thinking, executive function) to create experiences that make sense—neurologically and emotionally. At this stage young people want to learn, they are engaged and active participants in their learning.
- Movement-based sensory fitness and co-regulation
- Connection-building through mentoring, coaching, creativity, and community
- Academic and vocational learning only when safety and trust are established
3. Strength-Based and Identity-Affirming
We don’t focus on deficits. We see passions, preferences, and potential. Programmes and sessions are co-designed to reflect the learner’s strengths, interests, and unique rhythm. Nurturing their talents encourages young people to have the confidence to explore new interests, develop a growth mindset and therefore truly understand the power of “YET”.
- Choice-led activities to foster a sense of agency
- Positive reinforcement rooted in curiosity and discovery
- Celebrating neurodiversity, not just accommodating it.
4. Relationships Matter
Trust is our curriculum. We invest in consistent relationships, responsive support, and emotional attunement - whether we are in the learning studio, outdoors, in the community, or supporting learners at home.
- Trauma-informed coaches, mindfulness practitioners, teachers, and support staff
- Ongoing collaboration with families and professionals
- Relational safety as the foundation for every step forward
5. Real-World Connection
Learning should be meaningful, not abstract. We offer community-based experiences, creative exploration, and vocational pathways that help learners feel valued and included in the wider world.
We meet each learner where they are, walk beside them at their pace, and celebrate every step of progress.
Because when education meets neurodiversity—with heart, mind, and safety at the core—young people don’t just survive. They thrive.