47th Annual International Conference

Biofeedback in Education
beyond the classroom


January 21st & 22nd, 2022

Conference Description

Biofeedback in Education: Beyond The Classroom

Education has always been characterized by the enormity of its importance and challenges. Recently complex factors (e.g., pandemic, social media, video games, internet addictions, etc.) have exacerbated existing challenges and presented new hurdles and barriers to success. People teach and learn best when focus is maximized and physiological arousal is optimized.

Biofeedback, neurofeedback, and related techniques offer proven, evidence-based approaches for improving attention/concentration and enhancing one’s ability to regulate arousal and maximize learning and performance.
This year’s NRBS Conference is devoted to presenting and discussing information and techniques that will be relevant to students, teachers, parents, and treatment providers. The Conference is aimed at offering information that can be used to augment the learning experience across a variety of ages and settings.

We hope that you can join us for this important look into how to optimize the educational process and to help our students learn self-regulation via biofeedback techniques.


Alexandra Linardakis

Harry Campbell

Jenna Prada

Mary Jo Sabo

Michael Cohen

Peter Levine

Stephen Porges

Robert Turner

Robert Turner, MD

Schedule at a glance

***All times listed in Eastern Standard Time

January 21

Lecture 1

9:00am – 10:30am


Skills, Tips and Tools for Somatic Applications in Educational Settings

This workshop is designed to facilitate a conversation between clinicians and educators working with students regarding tools for self-regulation and optimizing learning potential.

  1. Describe how to use the arousal model to categorize under-arousal, mixed states, and over-arousal. Consider this model in terms of optimizing an individual’s ability to learn.
  2. Assess team building capacity through identifying and clarifying roles (ie. teachers, guidance counselors, families and neurotherapists), reports and resources.
  3. List some of the educational structures that limit how somatic regulation can be integrated into schools as well as what resources are available to help families navigate these structures.
  4. Critique case studies to illustrate a diversity of needs in the school setting as well as possible applications from and recommendations regarding biofeedback and sensory integration tools.
  5. Demonstrate how the experiences of self-havening, touchpoints and reflex integration enhance learning


Lecture 2

10:45am – 12:15am


Biofeedback and Neurofeedback in Schools – Past, Present, & Future

In this workshop Harry Campbell will lead a discussion with Dr. Mary Jo Sabo about neurofeedback in schools, past present and future. We will talk about how the famous Yonkers Project came about and how successful it was. We will discuss some of the things that are being done now. Finally, we will give our thoughts about where neurofeedback and biofeedback in schools could be headed and how we can accelerate the process.

  1. Summarize how the Yonkers Neurofeedback Project started and ran successfully.
  2. List the steps to organize a neurofeedback program in a school.
  3. Describe the importance of effective communication with school administrators, teachers, parents, students, and potential funding sources.
  4. Explain how Heart Rate Variability biofeedback can be used as a first step to introduce Neurofeedback to schools.


Lecture 3

1:15pm – 2:45pm


Somatic Experiencing® in an Educational Setting

Somatic Experiencing® (SE™) is a naturalistic and neurobiological approach to healing trauma and other stress-related disorders. SE offers a framework to assess where a person is “stuck” in the fight, flight, or freeze responses and provides clinical tools to resolve these fixated physiological states. It offers practical skills appropriate to various healing and helping professions, including educators, mental health, medical, physical and occupational therapies, bodywork, addiction treatment, first response, and more.

During this unique program, Peter A Levine, Ph.D., the developer of Somatic Experiencing, will demonstrate how SE addresses trauma responses through a combination of theoretical explanation and body-oriented experiential exercises. Educators in this program will learn the underpinnings of trauma and explore how nervous system regulation and awareness of bodily sensations can bring students and educators out of a trauma state and into a more embodied and regulated sense of authentic self.

  1. Describe differences between top-down and bottom-up processing and discuss how educating students on the difference can help them make better informed choices.
  2. Summarize the naturalistic mechanics of trauma and survival responses of flight, fight, freeze, and collapse as it relates to social engagement.
  3. Explain the trauma response as a set of defensive bodily reactions mobilized to protect us.
    Describe how shame, defeat, and humiliation from bullying and abuse, replay themselves repeatedly in the body.
  4. Analyze how students and educators can trigger and reactivate each other’s traumas causing corrosive and destructive emotions and behaviors and how we often attribute these emotions to the other, when it’s our own traumas and dysregulation that have been reactivated.
  5. Define how trauma-based perceptions remain fundamentally unchanged until the internal experience of the body shifts.
  6. Practice various Somatic Experiencing® techniques to aid with soothing and self-regulation.


January 22

Lecture 4

9:00am – 10:30am


Is EMF (WIFI) Messing Up Your Clients’ Sleep?

Why WIFI and electro pollution affects your brain, the microbiome and has huge clinical implications for many patients you see. We review cases where rapid clinical improvements occurred by greatly reducing EMF. We review the research behind known biological effects. We’ll talk about how to discuss these issues with patients. Also, why LIGHT at night has far more clinical implications than you are aware of.
  1. Explain the role of EMF in increasing Oxidative Stress.
  2. What are the implications of EMF to sleep, anxiety and neurological function
  3. Why would EMF interfere with neurofeedback training?.
  4. List four ways to help patients identify EMF problems.
  5. Describe how night time light and EMF reduce sleep quality by impacting REM non-REM sleep


Lecture 5

10:45am – 12:15pm


Applications of the Polyvagal Theory in Education

Stephen Porges will elaborate on how Polyvagal Theory provides a neural foundation for a brain-body medicine that would lead to insights into the treatment of trauma and chronic stress-related mental and physical health challenges.

The theory describes how, via evolution, a connection emerged in the brain between the nerves that control the heart and the face. This face-heart connection provided the structures for the “social engagement system” that link sociality with autonomic regulation and explains the important mediating role of physiological state in facilitating either connectedness and intimacy or defense such as fight/flight, hypervigilance, dissociation, collapse, shutdown, and even syncope.
This workshop is designed to give parents and educators an overview of the Polyvagal Theory and the Social Engagement System as it relates to the daily lives of students and their experiences within the educational system.

  1. Characterize the principle features and foundation of the Polyvagal Theory.
  2. Explain how the Polyvagal Theory may explain behavioral features related to psychiatric disorders and other behavioral problems.
  3. Describe the evolution of the autonomic nervous system (ANS) and why this is important to our understanding of the system today.
  4. Explain how the concepts of reciprocity, co-regulation, and connectedness are imperative to both physical and mental health


Lecture 6

1:15 pm – 2:45 pm





Regular price: $299 USD
Early Bird pricing: $199 USD before Dec 21, 2021

conference scholarships

We have a limited number of full and partial conference scholarships available to help promote availability of neurofeedback to underserved individuals and would like to offer the scholarships to those who are most able to serve these communities. If interested in applying, please answer the questions at the following link before December 21, 2021. We will review applications in early January and inform you of our decision in advance of the conference.