This week I have been lecturing. The students are on placement across lots of services within the north, working with children and their parents experiencing psychological distress, in a school-based setting. With the students, we had lots of conversations about the challenges they face in working with children and schools to deliver effective psychological support. One of the things that came up time and time again was the lack of awareness of how trauma impacts children in all ways: their emotional health, their social relationships, their learning, the list goes on.
And this isn’t the only place this shows up in my work. I meet with many families of neurodivergent kids, I meet with children who have experienced complex early life trauma that has resulted in them being looked after, and the story is the same: schools don’t understand trauma. And this is not me placing the blame on individuals, teachers or schools, it’s a much wider and more complex problem than this. The education system is not set up to be trauma informed. So, in this blog, I’m going to explain what being trauma-informed means, what this looks like in practice and some of the barriers to implementing this in schools.
Why Trauma-Informed Schools Matter
The world is a more complex place than it ever has been, and this means our children are growing up trying to navigate a complexity that even adults struggle with sometimes! As parents, we want schools to be places where our children feel safe, supported, and able to thrive. For some children, past and ongoing experiences can make school feel anything but safe.
Trauma-informed schools take the experiences of trauma into account, understanding how it can impact children’s behaviour, relationships, and learning. And the best part? Research shows that these practices don’t just benefit children who’ve experienced trauma—they can make school better for all kids. Here’s a look at what trauma-informed schools are, why they matter, and what challenges they face.
What Is a Trauma-Informed School?
A trauma-informed school is one where all school staff are trained to recognise the signs of trauma, understand its effects, and use strategies that help kids feel safe and supported. Rather than thinking, “What’s wrong with this student?” when a child misbehaves, the focus shifts to “What might have happened to this student?” It’s about seeing behaviours as potential signs of deeper struggles, not just problems to discipline.
Trauma can look different for different kids. For one child, it might mean having witnessed their parent's serious illness and for another, it might be experiencing food poverty. Research shows that around 1 in 3 children in the UK report experiencing at least one “adverse childhood experience” (ACE) before they turn 18, with ACEs ranging from parental separation to neglect or abuse (Hughes et al., 2020).
A trauma-informed approach looks at the system as a whole, rather than focusing on the details of individual behaviour and minute moments. Schools create predictable environments, use positive language, and develop strong and trusting relationships with students. When students feel safe and cared for, it helps them to move out of fight or flight, and be able to focus on learning,
How Being Trauma-Informed Helps All Kids
So why make this shift? Shouldn’t schools just focus on academics and discipline? Actually, data tells us that trauma-informed practices not only help kids who have experienced trauma but also improve learning and behaviour for all students. Schools that implement trauma-informed approaches often see a reduction in behavioural issues, improved attendance, and better academic outcomes. One study showed there were 43% fewer behavioural incidents and 89% fewer suspensions over three years of implementing this approach (Blodgett & Lanigan, 2018).
A trauma-informed approach tends to lower the overall stress level in classrooms, creating an environment that feels supportive rather than punitive. And when kids feel secure, they’re more likely to engage.
How Schools Can Implement Trauma-Informed Practices
It sounds great, doesn’t it? But how does a school actually become trauma-informed? Here are some key steps schools are using to make this shift:
Training Staff
Trauma-informed training is foundational. Teachers and staff need to understand how trauma affects the brain and behaviour, and they need practical strategies for responding. This training often includes learning de-escalation techniques, ways to create a calming classroom environment, and communication skills that show empathy and understanding.
Building Strong, Trusting Relationships
Research shows that one of the most important factors in a child’s resilience is having a strong, trusting relationship with at least one adult. Schools can prioritise relationship-building by encouraging teachers to connect individually with students, check in on their wellbeing, and show genuine interest in their lives. This makes a big difference for kids who may lack stability elsewhere.
Creating Safe Spaces and Flexible Responses
Some schools set up “safe rooms” where students can go if they feel overwhelmed or anxious. These spaces allow kids to take a break and calm down before returning to class. If we give kids the space to be able to regulate themselves, they can learn better. Schools are also trying out flexible responses to challenging behaviour, aiming to support kids rather than simply punish them.
Engaging with Parents and Caregivers
Trauma-informed schools understand that families are a crucial part of a child’s support system. By engaging with parents and creating open lines of communication, schools can work with families to understand each child’s unique needs and background.
The Challenges of Going Trauma-Informed
Despite its benefits, shifting to a trauma-informed approach isn’t easy. There are several real-world challenges schools face in making it happen:
• Lack of Funding
Trauma-informed training, additional mental health staff, and classroom resources all require funding that many schools simply don’t have. A 2021 survey found that nearly 60% of UK teachers felt they lacked the resources to address students’ mental health adequately (Education Support, 2021).
• Time Constraints
Teachers are under huge pressure to meet academic goals, and finding time to build relationships and incorporate trauma-informed practices can feel impossible. Without support from leadership, these practices can be challenging to maintain.
• Changing School Culture
Implementing trauma-informed practices is often a big cultural shift for schools, especially if staff are used to a more traditional approach to discipline. This shift requires buy-in from everyone, from leadership to support staff.
What next?
If you think this could help your child’s school, please do share it with them. If you’re reading this as a member of school staff thinking your students could benefit from this, get in touch and let’s find a way together of putting this in place in your setting!
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