Foundations of Care: Trauma, Neurodivergence, and Wellness in ECE
Elevate your practice with tools to support children, families, and educator wellbeing.
This 2-hour online workshop equips Early Childhood Educators (ECEs) with practical, trauma-informed and neurodiversity-affirming strategies to support young children in early learning environments.
Participants will deepen their understanding of how trauma and neurodivergence impact development, behavior, and learning, while exploring tools for grounding, de-escalation, and emotional regulation.
The session also provides a clear overview of early childhood assessment pathways, guidance for communicating concerns with families, and approaches for maintaining educator wellness and preventing compassion fatigue. By the end, ECEs will feel more confident supporting children, collaborating with families, and caring for themselves in their daily practice.
Please note: A letter of attestation will be available for those who require one
Learning Outcomes
- Understand how trauma and adversity in early childhood impact brain development, behavior, and learning.
- Differentiate between trauma responses and neurodivergence, and apply strategies that support both.
- Integrate trauma‑informed principles — safety, trust, empowerment, collaboration, and cultural sensitivity — into classroom practice.
- Implement grounding tools, de‑escalation techniques, and sensory/emotional literacy strategies with children.
- Navigate early childhood assessment pathways and identify when and where to refer families for support.
- Communicate concerns to families using supportive, culturally responsive, and collaborative language.
- Recognize and address signs of compassion fatigue while prioritizing educator wellness.
Facilitators
Negar Khodarahmi
Negar Khodarahmi is a doctoral candidate in the Human Development, Learning, and Culture program at the University of British Columbia. Negar has published and presented at national and international conferences on topics related to early childhood education, trauma-informed practice, children’s rights, anti-racism, culturally responsive pedagogy and educator well-being. Her doctoral research focuses on trauma-informed practices in early childhood education, exploring their implementation and efficacy in early learning settings.
Antonia Soldovieri
Antonia Soldovieri is a doctoral student in the School and Applied Child Psychology program at the University of British Columbia. Antonia has worked in school and clinical settings to provide assessment and intervention for children and youth, striving to support families and educators in understanding their children’s unique learning needs. Her research and clinical interests surround neurodiversity-affirming approaches to support-provision, inclusion practices in elementary school contexts, and family-centered approaches to assessment and intervention.
