Building Resilience at School

In this article, we are keeping with the theme of how to help our children stay energetically organised and vibrant while at school. For many children school is a fun and easy experience. They have good friends, they enjoy the specific learning environment, they like the routine and timeframes, and they feel safe.

School is a place where they can thrive. For these children, doing the Daily Energy Routine is a great way to nourish their happiness, enhance their ability to learn easily and aid interaction with their peers and teachers.

For other children, school is a place of their greatest stress. Peer pressure, stressful social interactions, difficulty learning through the prescribed education models, and rigid timetables, can all lead to school being a place where a child feels stressed and continually under threat.

These children are daily thrust into an environment where fight, flight and freeze are their living experiences. They simply survive each day, with no ability to relax or thrive. No matter whether you are are coming from a bio-medical or an energetic model of education and health we can all agree that this is anything but the best environment for a child’s learning or creativity to flourish.

So what can we do about it? Firstly, we can hold a vision for a different kind of mainstream education system. We are at a time where many old models and institutions are reassessing the values and assumptions they were created upon. Education is one of these. Schools such as Montessori, Steiner, Forest schools, the unschooling movement, are all asking questions that parents and children are helping create the answer to.

I’m going to add a few energy specific approaches that I see as invaluable to the creation of healthy schools where children can learn to learn in safety and gentleness.

Each space within the school is regularly cleared energetically. Classrooms, the cafeteria, meeting rooms, the forums between distinct areas in the school, corridors; all of them can get so congested with energy that they can carry a legacy of restriction or oppression. I have seen children walk into a classroom looking energetically coherent and vital, but within a minute or two, slumping into disorganisation as they turn homolateral, scrambled and depleted. If you are a teacher reading this blog then clearing your room can take less than a minute and can change the atmosphere in the room so profoundly; you can find more information on how to clear a room here.

Each teacher knows how to ensure their own energy systems are crossed over and that their neurological processing is as active as possible. Blessings on the women and men who step forward into the administrative and social chaos of being a teacher. Many that I know are overwhelmed with the administrative and despite doing their incredible best for the children, are feeling like they are pulled in too many directions at once to be the effective teacher they wish to be.

Each teacher can do Brain Gym or EEM exercises interspersed throughout the day to help children stay energetically, and neurologically organised. We don’t have to be able to see energy, or even to understand it, to see the great difference that doing simple exercises can bring to a group of children. The individual and group dynamic changes immediately back into organisation and coherence. Tensions lessen and the edginess that being in fight, flight, freeze produces can dissipate. Educational kinesiology and Brain Gym are well recognised within many schools now. A great article can be found at

For the meanwhile, there are many energy medicine approaches to helping children stay resilient in the current educational situation. One of the most important energy systems for a child to work with is the aura. When repeatedly in stressful or perceived threatening situations at school a child’s aura will become more and more depleted. This leaves them increasingly vulnerable. Self-esteem can become a real problem, which in turn feeds into insecurity, weakening the aura all the more. The central and governing meridians also act as protectors for the aura and the whole-body system so working with them can make a child feel more protected and less vulnerable in all situations.

If your child is struggling with the environment at school and feeling low:

  • Zip up slowly and several times

  • Do the Celtic weave

  • Hook up

  • This can be done before going to school, when coming home from school and before bed time.

If your child is frustrated and angry with school:

If your child is struggling with specific instances or situations at school:

  • Hold the main neurovasculars for several minutes while thinking about school or a specific situation in order to release the stress and re-pattern future energy responses. This is something that you can do (hold their neurovasculars while they are thinking about or talking about the situation), or something that they can do themselves.

  • Zip up

  • Do the Celtic Weave

  • Hook up

And lastly, know that we, as parents, can help so much with simply being present to our children. A hug and a listening heart are two of the very best medicines in our energy toolkit. If you are a parent of a child who is struggling with the environment at school then make sure that you look after your own energy too. A colleague of mine, Sarah Allen, was told by a female client of hers that ‘A mother can only be as happy as her unhappiest child’. Profound and true for many of us. If your child is struggling, then one of your biggest ways to help them is to help yourself be energetically balanced and centred. The same exercises that I suggest for your child will also be great for you to help your aura stay resilient and inspiring for your child as you all move towards greater health and vitality.

With love, Prune


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