by Keith Orchard and Kristin Souers
Predictability is the second component of a Culture of Safety in which we all can learn, grow, teach, and thrive. Our brains, particularly our limbic system (home to our safety system and our flight-fight-freeze response), are tuned to notice the different, the irregular, and the surprising. When our environment is predictable, our survival brain calms down, goes on autopilot, and allows our cortex to take charge. In schools, that’s exactly where we want our students to be – because that’s where learning happens.
Kids who have grown up in unpredictable (and at times unsafe) environments react strongly to threats (perceived, potential, and/or real) because it is often their mechanism to stay safe. So how do we help kids who flip their lid quickly, who perceive threats in neutral situations, and who struggle with change and transition? Predictability is key.
Four elements of Predictability:
We can create a predictable, and therefore safe, environment in schools by giving ourselves, each other, and our students things they can count on every day, no matter what. Repetition of conditions, schedules, expectations, courses of action, and behaviors allows people in the environment to know in advance what to expect. When we have established clear norms, common expectations, and practices aimed at supporting that sense of safety in our environment, adults and students begin to develop a sense of trust. When we trust, we are more apt to regulate and stay in the thinking part of our brains.
Strong communication is an essential component of predictability. In our experience, we all do better when we have an idea of what is coming up, information to explain why something is happening, and advance notice of a change. Surprise moves everyone into a dysregulated state, and even small surprises can trigger kids from hard places. The more communication channels and measures we have in place, the less anxious we will be. When staff, parents, students, and community members know there is a plan in place to share information, they will learn to trust that information will be provided when necessary and available.
Proactive planning and practice also help to create that sense of predictability. Discussing the intent to provide a predictable space for all helps to limit the likelihood of panic. Reinforcing the rationale for having common practices and expectations (for instance, talking with staff and students about why we have protocols for evacuation drills, norms for respecting each other’s personal space, and rules about freezing when the recess bell rings, etc.) helps all members commit to those practices.
Additionally, staying in your cement shoes – being true to your personal mission – can also provide that sense of predictability. When you commit to your own health and wellness, your likelihood to be in a regulated state increases exponentially. When staff and students know you and know how you are (and that you won’t waver from your core self), they develop a sense of security because you are predictable. If you ever do become dysregulated, you take responsibility for your actions and engage in a repair – proving that you’re human. When colleagues and students expect that of you, your predictability quotient increases significantly.
Giving ourselves, our students, and our families a sense of predictability enhances the likelihood that we will stay regulated and in the thinking part (rather than the flight-fight-freeze part) of our brains. Knowing that we cannot control all that happens is a given. Providing our students with a sense of what they can count on no matter what is a requirement. Staying true to ourselves and proactively committing and consenting to our agreed upon practices helps to ensure that predictable space so we all can learn and thrive.
Keith Orchard knew what he was going to write in this blog before he wrote it. That’s how predictable he is. Learn more here.