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Cortica

Perspective

Vol. 4 No. 2 (2025): From synpatic pruning to educational neuroscience

PROJET D’ACCOMPAGNEMENT DES PROFESSIONNEL.LES DE L’ÉDUCATION : VERS UNE MEILLEURE RÉGULATION INTERNE

  • Nathalie Le Doussal
DOI
https://doi.org/10.26034/cortica.2025.9643
Submitted
April 5, 2026
Published
2026-04-05

Abstract

This work examines how stress, emotional dysregulation, and perceived unsafety affect educational professionals who work with dysregulated students. Drawing on polyvagal theory, the neurovisceral integration model, the PRESENCE model, and the Generalized Unsafety Theory of Stress, it argues that perceived safety, co-regulation, and a better understanding of the autonomic nervous system are essential for supporting teachers’ well-being, engagement, and professional effectiveness. The study proposes an experiential support program, delivered individually or in small groups, to help professionals identify their internal states, strengthen self-regulation, and improve their relational stance. The overall aim is to create a safer school climate that benefits both adults and students.

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