From Dysregulation to Participation: Body-Based Interventions That Promote Engagement

Childhood trauma can alter how students interpret and respond to sensory input, leading some to perceive non-threatening stimuli, such as noise, movement, or touch, as dangerous. As a result, students may react in ways that differ from normative expectations. Polyvagal theory helps to explain how students may shift into mobilized (fight-or-flight) or immobilized (freeze/fawn) states when overwhelmed by the sensory-rich nature of PE. Rather than viewing these behaviors as misbehaviors, educators are encouraged to recognize them as nervous system responses and respond with attunement and co-regulation when possible. Additionally, body-based interventions can help students return to regulation and expand their capacity for engagement. When integrated into daily routines, these practices support trauma-informed PE environments that prioritize safety, connection, and meaningful participation.