NVC in education

How is NVC being used in nurseries, children’s centres, pre-schools and schools?
NVC is currently being used in many schools across the world. I have been to Sweden where I met with other educators working in Italy, Germany, Norway, Denmark and Austria, all using NVC in their settings. We met at Skarpn├Ącks Free School in Sweden where NVC has been used for the last ten years.

For more information read the report written by Marianne Gothlin, teacher and certified trainer in NVC and former principal at Skarpn├Ącks free school:
Skarpnack-Free-School-report (1.3Mb PDF).

What might the benefits of Nonviolent Communication be for education settings?
There are hundreds of settings and schools around the world that have been introduced to Nonviolent Communication. In many of these settings practitioners, mentors, parents and children have put it into practice with many of the following benefits reported:

  • Fewer conflicts
  • Increased skill in mediating conflicts that do arise
  • Children, students and staff feeling safer and happier at school
  • More listening to one another
  • More engaged learning
  • Less resistance and more co-operation
  • More fun for everyone!

What training is available for nurseries, pre-schools, children’s centres and schools?
There are three main ways practitioners in schools can access training:

  • By attending an Education Foundation training
  • By attending a Local Education Authority run course
  • By organising in-house training

What might a training focussed on education involve?
Attending an Education Foundation Training provides practitioners with:

  • The essential background, concepts and skills used in Nonviolent Communication in order to contribute to setting/school development
  • Practice in how to implement NVC in settings, for example when making rules and when handling conflicts
  • Practice in empathic listening
  • Practice in expressing appreciation in ways that contribute to self confidence and growth.

What others say:

“Penny…combines practical sessions to learn and use new skills as well as a high level of up to date research which helps staff gain a deeper understanding of child development and the importance of the quality of their relationships…”

“Penny is passionate about the early years and the quality of practice that will really support staff, children and families. She is very approachable, puts staff and families at ease and is full of great ideas as well as a depth to her thought…”

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“If there is anything we wish to change in the child, we should first examine it to see whether it is something that could better be changed in ourselves.” Carl Jung (1875 – 1961)

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