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<p>Given the pervasiveness of childhood trauma, there is a move to create models to support trauma-affected children in schools. The <i>Regulate</i>, <i>Relate and Reason</i> (3R’s) phase of the Neurosequential Model in Education (NME) is an example. However, historical models such as Montessori, have largely been ignored. The aim of this study was to compare the 3R’s of the NME with the Montessori model, (which historically was reputed to be effective in healing trauma-affected children) and examine whether Montessori’s model aligns with the neuroscientific principles and practices undergirding the 3R’s of the NME. Braun &amp; Clarke’s reflexive thematic analysis was used. The three themes identified were: - how Montessori (a) intentionally incorporated activities into the curriculum that provided repetitive neural input to the brainstem thus helping children to regulate; (b) intentionally created a rich relational environment (a non-traditional teacher, mixed age groups and peer teaching); and (c) explained that children are neurobiologically unable, rather than unwilling, to use reason when they are distressed. This paper suggests that the century year old Montessori model aligns closely with the neuroscientific principles undergirding the NME (3Rs), and that evidence of this alignment could be empowering for the thousands of contemporary Montessori educators globally (who are increasingly facing the task of supporting trauma-affected children), because it will provide them with further scientific backing for the uniqueness of the Montessori model and may enhance their professional practice and confidence giving them a ‘head-start’ in relation to their ability to support trauma-affected children.</p>

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“Does the Montessori Approach To Healing Trauma-Affected Children Align with the “Regulate, Relate, and Reason” Phase of the NME? A Thematic Analysis

  • 期刊论文

  • 发表日期：

    2026年2月7日

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  • Bernadette Phillips

摘要

Given the pervasiveness of childhood trauma, there is a move to create models to support trauma-affected children in schools. The Regulate, Relate and Reason (3R’s) phase of the Neurosequential Model in Education (NME) is an example. However, historical models such as Montessori, have largely been ignored. The aim of this study was to compare the 3R’s of the NME with the Montessori model, (which historically was reputed to be effective in healing trauma-affected children) and examine whether Montessori’s model aligns with the neuroscientific principles and practices undergirding the 3R’s of the NME. Braun & Clarke’s reflexive thematic analysis was used. The three themes identified were: - how Montessori (a) intentionally incorporated activities into the curriculum that provided repetitive neural input to the brainstem thus helping children to regulate; (b) intentionally created a rich relational environment (a non-traditional teacher, mixed age groups and peer teaching); and (c) explained that children are neurobiologically unable, rather than unwilling, to use reason when they are distressed. This paper suggests that the century year old Montessori model aligns closely with the neuroscientific principles undergirding the NME (3Rs), and that evidence of this alignment could be empowering for the thousands of contemporary Montessori educators globally (who are increasingly facing the task of supporting trauma-affected children), because it will provide them with further scientific backing for the uniqueness of the Montessori model and may enhance their professional practice and confidence giving them a ‘head-start’ in relation to their ability to support trauma-affected children.