{"id":63541,"date":"2022-09-16T09:30:00","date_gmt":"2022-09-16T08:30:00","guid":{"rendered":"https:\/\/www.highspeedtraining.co.uk\/hub\/?p=63541"},"modified":"2023-10-20T09:30:28","modified_gmt":"2023-10-20T08:30:28","slug":"trauma-informed-practice-in-schools","status":"publish","type":"post","link":"https:\/\/www.highspeedtraining.co.uk\/hub\/trauma-informed-practice-in-schools\/","title":{"rendered":"What is Trauma Informed Practice in Schools?"},"content":{"rendered":"\n

It’s estimated that one in three<\/a> children are exposed to at least one potentially traumatic event by the age of 18. Unfortunately, we know that trauma can have a significant impact on mental health outcomes, social development, academic attainment, cognitive development and behaviour, so it\u2019s essential that those working in education are aware of how to help minimise the impact of trauma.<\/p>\n\n\n\n

In this article, we will outline what trauma-informed practice is and the effects of trauma on children. We will also explain how you can make space for trauma-informed practice in school, as well as provide you with a range of strategies that you can use.<\/p>\n\n\n

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\u2018A teacher must manage behaviour effectively to ensure a good and safe learning environment\u2026using approaches which are appropriate to pupils\u2019 needs in order to involve and motivate them.\u2019<\/p>\n<\/div>\n

Teachers\u2019 Standards, Department for Education<\/p>\n<\/div>\n\n

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What is Trauma Informed Practice?<\/h2>\n\n\n\n

In defining trauma informed practice, we must also consider the meaning of adversity, trauma and adverse childhood experience (ACE).<\/p>\n\n\n\n

Adversity<\/h4>\n\n\n\n

Adversity tends to be something that children experience over a long period of time, and it\u2019s often not a single event. Examples of adversity include neglect, community violence and bullying.<\/p>\n\n\n\n

Many children living with adversity, or those who can utilise the warmth and support of a caregiver or community network, can recover from its impact. However, where children are left unsupported and isolated from effective care, the impact of adversity can be lifelong.<\/p>\n\n\n\n

Adverse childhood experience (ACE)<\/h4>\n\n\n\n

ACEs differ somewhat from the general meaning of adversity as they are a set of clearly defined<\/strong> stressful and\/or traumatic circumstances, such as living with someone who has gone to prison, or losing a parent through divorce, abandonment or death. You can find out more about adverse childhood experiences and their impact here<\/a>.<\/p>\n\n\n\n

Trauma<\/h4>\n\n\n\n

Trauma occurs when an individual experiences an overwhelming event that is often beyond their ability to cope with and process. It is a significant disruption in somebody\u2019s life that impacts both their body and mind.<\/p>\n\n\n\n

Trauma can be used to describe the event itself, the reaction to it or the lack of a trusting and nurturing support network to help the individual cope with the trauma. <\/p>\n\n\n\n

It can be a single event, such as being injured in a car accident, or prolonged, long-term exposure, such as living with physically and emotionally abusive caregivers.<\/p>\n\n\n\n

Trauma informed practice<\/h4>\n\n\n\n

Trauma-informed practice is a universal framework, widely used within the health and education sectors. Its aim is to meet the needs of those individuals who have experienced trauma through strategy, policy, continuous learning and intervention.<\/p>\n\n\n\n

Unlike trauma specific services which treat trauma through therapies, trauma-informed organisations recognise that people who have had traumatic experiences can find it challenging to feel safe and develop trusting relationships. Staff have a strong understanding of how trauma can affect many aspects of an individual\u2019s life and therefore aim to promote trust and prevent re-traumatisation by providing safe, stable environments in which children can flourish.<\/p>\n\n\n\n

Schools who adopt trauma-informed practice have a sound understanding of child development. Staff know how children\u2019s brains develop and help them with their emotional regulation, knowing that this will help to safeguard their future mental health.<\/p>\n\n\n\n

In helping those children with direct experiences of trauma, a trauma-informed organisation inadvertently supports all children\u2019s psychological, emotional and social development.<\/strong><\/p>\n\n\n

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What are the Effects of Trauma on Children?<\/h2>\n\n\n
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\u2018Childhood trauma is the largest modifiable risk factor for future mental health problems.\u2019<\/p>\n<\/div>\n

Professor Eamon McCrory<\/p>\n<\/div>\n\n\n

Exposure to trauma can have lasting effects on an individual, especially when the individual is not supported in managing the impact of the trauma. It\u2019s important to remember here that people respond to trauma differently<\/strong>. Some people are not \u2018traumatised\u2019 by the trauma they experience; others\u2019 responses may be immediately apparent or manifest themselves over time.<\/p>\n\n\n\n

The effects of trauma, both short-term and long-term, can include the following internalising and externalising behaviours:<\/p>\n\n\n\n