Trauma-Informed Approaches OMG
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What is Trauma-Informed and Attachment-Aware Practice?
Trauma-Informed Practice recognises the widespread impact of trauma on children's development, behaviour, and learning. It involves understanding how adverse experiences—such as abuse, neglect, loss, or instability—can affect a child's ability to feel safe, regulate emotions, and engage in school life. Experiencing trauma early in life can alter brain development, particularly in areas related to learning, memory, and emotional regulation. As a result, traditional teaching approaches may not effectively reach or support these children.
Attachment-Aware Practice is grounded in the understanding that secure relationships are fundamental to a child's development. Drawing on attachment theory, it highlights the importance of consistent, responsive caregiving in helping children feel safe and supported. Children who have experienced trauma often struggle to form trusting relationships, misread social cues, and may act defensively or aggressively due to fear or insecurity.
Together, these approaches promote a school culture that prioritises emotional safety, trust, and strong relationships—creating an environment where all children, especially the most vulnerable, can thrive.
Why Is This Important?
Reduces behavioural incidents: Understanding the root causes of behaviour leads to more effective and compassionate responses.
Supports mental health: Trauma-informed environments can buffer the effects of adversity and promote resilience.
Fosters inclusion: These approaches help schools meet the needs of all learners, especially those with complex backgrounds.
Improves learning outcomes: Children who feel safe and supported are more able to engage in learning.
Key Principles and Concepts
Understanding ACEs (Adverse Childhood Experiences)
ACEs are potentially traumatic events that occur during childhood and adolescence, such as abuse, neglect, and household dysfunction. These experiences can have lasting negative impacts on physical and mental health, behaviour, and learning.
Attachment and Relationships
Trust and attachment, typically built in early childhood, are essential for forming positive relationships with teachers and peers. Children who have experienced trauma may struggle with these relationships, leading to isolation, miscommunication, and difficulty participating in group learning.
PACE Model (Dr. Dan Hughes)
PACE stands for:
Playfulness: Creating a light, engaging atmosphere.
Acceptance: Valuing the child without judgment.
Curiosity: Wondering about the reasons behind behaviour.
Empathy: Feeling with the child and validating their emotions.
This approach helps build safe, trusting relationships and supports emotional healing. For further reading, please see the DDP Network.
Language and Communication
Developmental trauma can delay language development and hinder literacy and verbal expression. When the brain is focused on survival, language learning takes a back seat. Using empathic language—words that validate and support a child's feelings—helps foster connection and encourages communication.
Who Benefits?
Trauma-informed Practice benefits a wide range of individuals and organizations, including those who have experienced trauma, their families, and the professionals who work with them. It's a philosophy that aims to recognize the impact of trauma and create environments that are safe, supportive, and empowering.
Educational Applications & Staff Actions
Whole-School Approach: Embed trauma-informed and attachment-aware principles across all policies, practices, and environments.
Targeted Interventions: Provide tailored support for individual pupils affected by trauma or attachment difficulties.
Classroom-Based Tools: Use strategies such as emotion coaching, sensory breaks, and visual supports to help children with ACEs regulate and engage.
Emotionally Available Adults: Ensure every child has access to a trusted adult who is consistently empathetic, attuned, and responsive.
An Emotionally Available Adult is someone who fosters safety and trust by being present, understanding, and supportive—especially for children who have experienced trauma. For many, school becomes their safe space.
Understanding and Addressing Secondary Trauma
Secondary Trauma (or vicarious trauma) can affect staff working closely with traumatised children. It may lead to emotional exhaustion, stress, and reduced wellbeing.
Trauma-informed practice includes recognising these signs and implementing strategies to support staff:
Promote self-care and healthy boundaries.
Provide access to supervision, peer support, and mental health resources.
Foster a culture of compassionate leadership and reflective practice.
What Can Staff Do?
Be an Emotionally Available Adult for pupils.
Attend training or CPD to deepen understanding of trauma, ACEs, and attachment.
Integrate trauma-informed practices into daily routines:
Use PACE (Playfulness, Acceptance, Curiosity, Empathy).
Apply empathic language and emotion coaching.
Create quiet spaces for reflection, regulation, and recovery.
What Could This Look Like in Practice With Individual Children?
- Emotion coaching: Help children name and manage their feelings rather than punishing emotional outbursts.
- Consistent key adults: Assign trusted adults to provide regular check-ins and emotional support.
- Flexible responses: Adapt expectations and routines to meet individual needs (e.g., quiet spaces, sensory breaks).
- Restorative conversations: Use dialogue to repair relationships and understand behaviour, rather than relying solely on sanctions.
Family Engagement
All family members, including parents, caregivers, and children, may have experienced trauma, and this understanding is crucial for providing appropriate support. It can be a very difficult subject, but by sharing information it can help us support the children, and signpost family members. There is also
Preparing CYP for Participation.
Clearly explain the rationale in age-appropriate language
Use visuals and consistent routines
Allow choice, autonomy, and flexibility
Reinforce progress through positive reinforcement and gentle encouragement
Further training and support to develop Trauma Informed and Attachment Aware Practices can be accessed through the following organisations
Paul Dix
Dr Lisa Cherry
Trauma Informed Consultancy Services Ltd
Trauma Informed Schools & Communities UK
UK Trauma Council
Association for Infant Mental Health
Association For Infant Mental Health (AIMH) | Home
Association for Child & Adolescent Mental Health
Beacon House
Anna Freud
Diverse Educatos
Trauma-Informed Approaches to DEI Toolkit | Diverse Educators
What support can be accessed to support trauma informed and attachment aware practice in Norfolk?
Norfolk Virtual School: Virtual school for children in care and previously in care - Norfolk Schools and Learning Providers - Norfolk County Council
Final Thought
Trauma-informed and attachment-aware practice is not a programme—it's a mindset. It's about seeing behaviour as communication, relationships as central, and every interaction as an opportunity to support healing and growth.
Key Contacts/ How to request support
- Speak with your school's Community Team Manager or Early Help Consultant.
- Contact the SEND and Inclusion Line at 0333 313 7165.
- Raise the topic at your Team Around the School (TAS) meeting to discuss suitability and next steps.
