Ready-to-Learn is an approach used in all Yukon schools based on the work of Dr. Bruce Perry’s Neurosequential Model in Education (NME). The approach recognizes that students learn better when they feel calm and safe. Supporting learners’ basic needs is an important first step before learning can take place.
Schools recognize that children do not arrive feeling calm or focused every day. Using the Ready-to-Learn approach allows schools to:
- meet learners where they are;
- understand their emotional, social and learning needs; and
- help learners feel safe and supported so they can take part in learning.
Yukon schools support all learners, no matter their background or needs. You may see:
- movement breaks;
- sensory tools;
- quiet or calming spaces;
- time with trusted adults; and
- daily routines that support regulation.
Schools may also include cultural practices, such as:
- circle time;
- land-based learning; and
- spaces for smudging, drumming or quiet reflection.
How schools approach discipline
In Yukon schools, discipline supports learning and development. When a learner shows challenging behaviour, we understand it as a sign that the learner:
- needs support; or
- is still learning skills like managing emotions, building relationships, regulating or solving problems.
Rather than focusing on consequences, schools work together to:
- understand what’s happening;
- repair relationships; and
- teach regulation and problem-solving skills.
These practices reflect traditional values of respect and shared responsibility.
Integrating Ready-to-Learn with other school supports
Ready-to-Learn is 1 part of the Yukon’s school support system. If your child needs extra help, schools will continue to work with Student Support Services. Ready-to-Learn consultants help educators:
- connect with specialists; and
- put recommendations into practice.
Read more about school supports for learners with diverse learning needs.
There are 5 principles that guide the Yukon’s approach to learning:
- Brain science
- Traditional knowledge
- Co-regulation
- Relationships
- Empowering educators
Brain science
The Neurosequential Model in Education helps educators understand:
- how the brain develops; and
- how stress or hard experiences can affect learning and behaviour.
With this understanding, educators can respond with care and choose strategies that meet each learner’s needs.
This model:
- encourages understanding and compassion rather than relying solely on consequences;
- supports consistent practices across the whole school;
- focuses on long-term well-being, not quick fixes;
- values the strength of cultural practices that support emotional healing, resilience and regulation; and
- strengthens relationships between schools, learners, families and community partners.
Traditional knowledge
The Yukon’s schools follow guidance from Elders, Knowledge Keepers and families. They remind us that to learn and thrive, children need:
- belonging;
- respect; and
- balance.
Co-regulation
We focus on connection first. When a child is upset or overwhelmed, educators can:
- help calm the child’s body and mind; and
- support them before turning to consequences.
This helps children learn how to manage emotions over time.
Relationships
Strong relationships are at the heart of Yukon schools. Educators work to build caring and trusting connections with learners. When children feel safe and supported, they are more open to learning and growth.
Supporting educators
The Ready-to-Learn approach provides educators with training, tools and ongoing support. This helps school teams:
- understand behaviour;
- be curious about what learners are communicating; and
- respond with care and confidence.
In 2019, Ready-to-Learn was piloted at Takhini Elementary School in Whitehorse. Since then, the initiative has launched in all Yukon schools. With the support of consultants, we’re equipping all schools with the training and resources they need.
Each school authority decides how to use the Ready-to-Learn approach in their schools. Consultants work with them to:
- understand the needs of each school; and
- decide what support will be most helpful.
Consultants and trained staff can support schools through:
- training for educators in the Neurosequential Model in Education (NME);
- social-emotional learning sessions;
- collaborative problem solving with school teams;
- attendance at school-based team (SBT) meetings;
- pilot teacher reflection groups; and
- professional development for educational assistants.
Read how the First Nation School Board’s whole child team supports this work.
To learn more, contact your school’s superintendent or executive director.
Books
- The Whole Brain Child, by Daniel Siegel
- What Happened to You? Conversations on Trauma, Resilience, and Healing, by Bruce D. Perry, M.D. and Ph. D., and Oprah Winfrey
- No Drama Discipline, by Daniel Siegal, Tina Payne Bryson
- Good Inside, by Dr Becky Kennedy
- The Explosive Child 6th Edition, by Ross W. Greene, Ph.D.
Online resources
- Center on the Developing Child, from Harvard University
- Brain Development, from First Things First
- Co-Regulation in Action Video Series, from Administration for Children and Families
- The Neurosequential Network
- Think: Kids, Collaborative Problem Solving for Parents, from Dr Stuart Ablon
- First People’s Perspectives on Gender, from SOGI 123
- SOGI-Inclusive Education in the Yukon, from SOGI 123
- Government of Yukon Department of Education Ready-to-Learn video series:
- Brain Development in Children
- The Power of Relationships
- What Does Stress do to our Brain?
- What Does Neurosequential Mean?
- Ready-to-Learn Schools in Action
- Ready-to-Learn Yukon School Testimonial: Lisa Evans, Takhini Elementary School
- Ready-to-Learn Yukon School Testimonial: Gary Morgan, Takhini Elementary School
If you have any questions or want to find out more information, email [email protected] or phone 867-332-9807.