Berry Street Web Docs Berry Street School Annual Report 2013 | Page 10

DOMAIN 1: THE BODY
The first domain of the TIPE Model prioritises the body
including trauma’s significant impacts on the body and
the body’s regulatory abilities. We know that trauma’s
specific impact on the stress response can quickly
cause students to become highly dysregulated in
classroom environments. Learning can be stressful.
Learning is risk taking in front of one’s peers, which
adds to embarrassment when students are unsure
about their own competencies and knowledge. This
repeated stress activation takes a considerable toll on
a child’s resources for learning. Thus, TIPE teachers
must be well aware of placing the body as the focus of
their classroom interventions and care.
Focus areas in this domain include building physical
and emotional regulatory abilities, considering
patterned, rhythmic, and somatosensory activities, and
incorporating mindfulness.
Examples from the Berry Street School:
• Bringing rhythm into many aspects of the school
including rhythmic activities like drumming, music,
therapeutic martial arts, exercise, mini-basketball
games, cardio activities, stationary equipment
(bike, treadmill).

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• Allowing students to choose rhythmic furniture
like rocking-chairs and swings for reading and/or
regulating
• Designing school routines with a rhythmic sense to
the lesson, day, week, and school year, including
celebrations, open days, and other events
• Working with occupational therapists to assist our
students with somatosensory integration supports
such as ergonomic seating, fidget toys, or other
support strategies
• Embedding circle routines and morning meetings
with a sense of rhythm, positive emotion, fun,
character strengths and relational attachment
• Integrating heart rate activities and heart rate
monitors in both personal development, maths,
and science lessons
• Practicing mindfulness strategies including bitesized meditations, yoga, and breathing for selfregulation