ABSTRACT
Trauma is becoming more widely recognised as having an underpinning effect on people, communities, and societies. This chapter aims to inform Mindfulness-Based Programme (MBP) teachers (particularly those who teach in non-clinical settings), to teach with sensitivity to trauma, and to feel better equipped to support participants who may have symptoms of trauma. Trauma-sensitive methods of teaching MBPs are also supportive to everyone in the teaching space. Polyvagal theory describes three branches of a mammal’s autonomic nervous system: dorsal vagal branch, sympathetic nervous system, and ventral vagal branch. Mindfulness practice supports the processes of self-regulation and integration in a number of ways. One way of framing this is that the practice supports an expansion of the ‘Window of Tolerance’. The mindfulness-based teacher can cultivate safety and connection by the skilful holding of the group-learning environment.
