Our model led us to actual classroom mentorship. We work with the teacher in the classroom. We have been working on developing our work into an enrichment program for teachers. Bringing theory and practice into reality. Some teachers are acquiring their formal qualifications, and this is a way for them to learn the practical aspect of their studies. We have conducted and designed various teacher training modules, and have learned that there is a much greater understanding of how children learn if we create the environment and learning experiences in a practical way, whilst guiding their observations and ideas. 

Knowing how to self-regulate is a skill that a child is still learning. Adult carers and parents may also benefit from awareness, guidance and practice in self-regulation as a foundational approach. In the program, practitioners are mentored in planning and preparing activities for the children in their class, and supporting the parents of the children they teach. Creative workshops are held to make beautiful things for the classrooms, while supporting healing and creativity in the wider circles of the community. Underpinned by imagination and a healing-centred approach, our efforts will nourish the resources that practitioners, parents and children already have. Our existing partnership with sp(i)eel arts therapies collective hold the space for this kind of trauma integration of everyone that is still learning to self-regulate.