What participants have shared...

"I've gained awareness of my own reactions to kids’ behavior and other situations…"

"I've begun reflecting on daily element change, and now understand that a child’s behavior is not about me."

"I've learned about Nervous system symptoms and regulation and how to focus on my own regulation."

 “I now feel more confident to go into this   school year, regardless if we are in person,   on-line or a hybrid model, with a skill set   and strategies to support all of my   students while building and nurturing   those extremely important positive   relationships.”

On-line video series created when schools shut down in 2019. The purpose of these was to support educators in regulating themselves as they faced the overnight shift to virtual education for themselves, their students and their own families. This is an introductory class, as it assumes that educators already had established classrooms that transitioned to on-line learning.

2 - Understanding my

Perception​ of Safety

and Threat

What participants have shared...

Supporting the development of self-regulation skills as a key focus.

Whether you will be teaching on-line, face to face, or both, this program will help you make deep connections with your students amidst the current climate of anxiety, fear and confusion. This in-depth program, explores how to create safety,

and a sense of belonging, even with students you may be meeting for the first time.

Our goal is to empower educators to feel confident about building a thriving classroom community, in spite of any constraints put upon you, or obstacles in front of you.

 “This helped me think about how to build   relationships and mange classes in virtual   settings with students one-one-one and with   larger groups of students.

4 - Connecting to Myself So I Can

Stay Connected With My Students

 “I learned how to help an individual, or   entire class regulate using different   strategies.”

 “When using the strategies that Judy   teaches in this course, we can really   support students' social-emotional   learning and attitude towards   themselves and school.  I highly   recommend this course, whether   you are brand new or a veteran.   This course will give you tools and   insight on how to better support   students both in the classroom and   virtually.”


 “It was useful to explore and practice   trauma-informed regulation practices in a   virtual setting.”

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Understanding how reward centers in the brain are activated, can help us use incentives more effectively.

Supporting Schools

Judith Norman is a Licensed School Counselor and Professional Counselor. She has presented and trained Educators and School Counselors throughout Colorado in Mindfulness in Education and Social-Emotional Learning in Schools. She has developed classroom tools and approaches that support the growth of self-awareness, self-regulation, and collaboration. Judith has a background in different mindfulness curriculums, and has received extensive training through the Mindful Education Institute (MEI). Training at MEI included a collaborative group of "experts in the field," including Jon Kabat-Zinn, Jack Kornfeld, Megan Cowan, Susan Kaiser Greenland, Linda Lantieri, and more. 



  • Regulation as a Self-Care Necessity
  • Implementing Trauma-Sensitive Approaches
  • School-Wide Systems
  • School-Wide SEL and Beyond
  • Implementing Trauma-Sensitive Approaches for Teams
  • Co-Regulation and Teaching Explicit Skills
  • Working with Highly Dys-Regulated Students

Available Training for Educators & School Counselors:


1 - Finding My Ability to 

Regulate With My Students

5 - Expectations and Anxieites: Surfing

the Waves With My Students

3 - Finding Safety 

Within Me


Trauma-Informed School Programs


  • Developing Relationships Virtually
  • Evolution of a Trauma-Informed Educator

Building Relationships Virtually Using a Trauma-Informed Lens