Why trauma-informed practice needs to be more than a buzzword

By Beth Wolstenholme, 14-16 Foundation Learning Manager at Calderdale College, and Research Further Scholar  

Trauma-informed practice (TIP) is a growing buzzword in education, but its significance deserves more than a tick-box training exercise. When done correctly, it can have a positive impact on both learners and teachers.  

It is estimated that between 50 to 70% of the population will experience at least one traumatic event in their lifetime. In an ever-changing world where young people are facing more influences and factors that could potentially cause trauma, it may be no surprise that 31% of young people experience trauma in childhood, and one in 13 develop post-traumatic stress disorder (PTSD) before the age of 18. This not only impacts the individual, but has a ripple effect to those around them, including teachers and classmates.

TIP involves recognising the trauma a learner may have faced or be currently facing, and adapting classrooms and teaching practices, to be culturally sensitive, accessible and collaborative.

For learners, TIP ensures classrooms are safe spaces that meet their needs in order for them to learn and grow. Studies show that learners are increasingly subjected to diverse experiences, including exposure to traumatic events. This can have a profound impact on the way they perceive the world and change their behaviour accordingly. By addressing the root cause of behaviour, learners are given a fair chance to learn and grow through adversity.  

For teachers, TIP can elevate their practice and experience of teaching. Often the first people who learners confide in, teachers are subjected to traumatised and trauma-experienced learners more regularly than ever before, putting them at risk of secondary traumatic stress and burnout. Studies have found that TIP can decrease risk of burnout in teachers and have a positive impact on staff retention.  

Trauma can come in many forms and affects people differently. From catastrophic “big T traumas” such as natural disasters, war and assault, to distressing “little t traumas’ like bullying, emotional neglect and poverty, both can have long lasting implications for the individual. Trauma can manifest in behaviours such as anger, fear, anxiety, withdrawal, lack of sleep and even memory loss. TIP acknowledges the reasons for behaviour rather than punishing behaviours. It asks the question “‘What does this person need?’ rather than ‘What is wrong with this person?’.” (GOV.UK, 2022). TIP also reduces the risk of re-traumatisation for the learner.

In order to reduce barriers to learning and avoid retraumatisation, TIP has six key components:  

1. Safety: ensuring classrooms are physically, emotionally and psychologically safe spaces for all
2. Trustworthiness: building trust and setting clear expectations through clear policies and procedures
3. Choice: staff and learners are listened to and their voices considered in decision making
4. Collaboration: working together to ensure needs are met and improving practices
5. Empowerment: empowering staff and learners by supporting people, listening and validating opinions and experiences
6. Cultural consideration: looking beyond stereotypes and offering healthy and sensitive education for all

In a classroom, this may look like:

• building open and trusting relationships with learners, in which they feel secure to learn and share problems as they arise
• considering the viewpoints of all in decision making and offering clear and transparent reasons for changes or new systems.  
• implementing restorative practice as a first response when issues occur.  
• creating a space where all feel valued and emotionally safe.

While TIP could seem like the answer to a harmonious classroom, it is not always simple to implement. It is worth bearing in mind the practice takes patience, reflection and acceptance of a trial and error approach (Southall, 2023). With learners carrying personal, individualised trauma, the care and approach required is just as personal and individualised. This carries a risk of negative impact on teachers' self-efficacy and increased levels of perceived responsibility for trauma experienced learners. Studies suggest this can be aided by effect supervision, self-care, reflection and community. As TIP is still in its infancy in education, so are the safeguards and protective practices for teachers and education staff.  

TIP can be beneficial for all learners, not just those who have experienced trauma, by offering a more compassionate and tailored approach to learning. Studies have shown TIP can have a positive impact on learner motivation and engagement, in addition to compassion satisfaction in teachers. With the right training and implementation, TIP can improve teaching and learning for all involved, making education a safer, more accessible place to be.