Shifting from Retribution to Repair: A Discussion with Margaret Thorsborne
Marg Thorsborne and Joe Brummer: Becoming A Trauma Informed Restorative Educator
Joe and Marg discuss critical areas of Restorative Practices and Trauma-Informed readiness.
Margaret Thorsborne in conversation with Michelle Stowe
Margaret Thorsborne – Becoming a Trauma-Informed Restorative Educator – interview with Nick Burnett
Michelle Stowe Interview with Margaret Thorsborne
Dr. Jennifer Fuller Interview with Margaret Thorsborne
Leading in a Restorative School
TEDxDarwin | The healing power of dialogue
University of Queensland Business Leadership MicroMasters
The Power of Dialogue V1
University of Queensland Business Leadership MicroMasters
Restorative Approach to Serious Conflict V2
The Nature of Emotional Harm
Nelson Marlborough Health Services Board Talk
Leading in a Restorative Community
Session Interview
Book Interview
Follow Margaret on Twitter
A message from a Kindergarten teacher:
After forty years in the classroom, my career ended with one small sentence from a six-year-old:
“My dad says people like you don’t matter anymore.”
No sneer. No malice. Just quiet honesty — the kind that cuts deeper because it’s…
@cptsdfoundation the body remembers what the child could not explain, shaping chemistry and thought alike, a silent archive of unspoken storms. yet within this memory lies the same energy that can be turned toward resilience, for the nervous system can also learn new rhythms, gentler patterns,…
Adverse childhood experiences can trigger chronic inflammation and hormonal changes.
This kind of prolonged activation of the stress-response systems can disrupt the development of the brain, and increase the risk for stress-related disease well into adulthood.
The rupture/repair cycle is at the foundation of healthy relationships. Understanding this relational dynamic allows us to make subtle yet powerful shifts that help relationships thrive. #DaringVentures @suzannezeedyk @WellbeingInFife
Pupils do not need punishment for struggling to regulate.They need tools to regulate,to understand themselves, guidance & awareness of where they are in their nervous system dysregulation to bring their internal state back into safety 🧠🌱
Agreed @gerrydiamond71 . It’s a total mystery that Tom Bennett still has a job in this patch, when he is still recommending such dangerously outdated strategies.
His approach totally disconnects the contemporary understanding of child development & neuroscience. A total disregard for approaches, understanding the why behind the behaviour instead for his rigid framework & emphasis on immediate compliance & punitive practices.🧠🌱
From offering year-round feedback to showing your own vulnerability, here are some steps you can take to deepen trust this school year, via @LearningForward.
It is biologically impossible for a pupil to absorb or process information in educational settings if they are anxious, scared ,worried , or afraid.
All of their lower brain functions are focused on coping and surviving, not learning or growing.
Basic neuroscience. 🧠🌱
Consistency calms. I built a board with a set timetable, feelings check-in, and needs prompts. When pupils can predict, express feelings and need—they feel safer. Less anxiety means less distressed behaviours. Start with their feelings and needs, not their behaviour.
Politics rarely leads.
The most important social and political change has, and by design must, always come from the people.
Unfortunately, it takes too long, as politics resists, media condemns.
As history shows, everyone has something to protect, a reason not to be brave.…
