Adverse Childhood Experiences (ACEs)

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP

Universal

• Recognise that behaviour is a form of communication and remain curious and reflective in understanding the underlying needs it may represent.
• Apply a trauma-informed lens to behaviour, recognising the importance of connection before correction.
• Establish a sense of safety through consistent routines, clear expectations, and predictability.
• Model calm, regulated behaviour and positive interactions at all times.  Ensure a consistent relational and trauma-informed approach across all adults.
• Use clear, consistent and emotionally-attuned language to support understanding and reduce anxiety.
• Provide co-regulation through calm, attuned and supportive interactions to support emotional regulation.
• Prioritise relationships and connection over correction, drawing on approaches such as PACE, Emotion Coaching, and the 3Rs.
• Build strong, trusting relationships through consistent, emotionally attuned interactions and regular check-ins.
• Embed frequent, low-level relational interactions (e.g. acknowledgement, proximity, positive comments) to proactively support connection.
• Proactively identify patterns of dysregulation and respond early to prevent escalation.
• Respond flexibly to CYP's emotional needs, adapting expectations where appropriate.
• Provide access to calm, safe spaces and regulation tools to support CYP in managing distress.
• Provide planned opportunities for CYP to step away and return without stigma or consequence.
• Create structured opportunities for CYP to safely express emotions through creative, play-based, or activity-focused approaches.
• Teach and reinforce help-seeking and self-advocacy strategies.
• Adapt teaching to reduce cognitive and emotional load (e.g. flexible deadlines, scaffolded tasks, reduced demands where appropriate).  More information can be found in the Cognition and Learning section.
• Offer meaningful choice and autonomy within tasks to enhance CYP's sense of control and engagement.
• Use positive behaviour support approaches, such as clear routines, reinforcement, and restorative practices, in place of punitive measures.
• Following incidents, prioritise relational repair before reintegration into learning.

Targeted

• Demonstrate a consistent PACE approach (Playfulness, Acceptance, Curiosity, and Empathy) in all interactions.
• Provide co-regulation through calm, attuned, and supportive interactions, recognising that trusted relationships are key to developing CYP's self-regulation skills.
• Offer access to calm spaces and regulation tools to support CYP in managing distress and developing self-regulation.
• Provide explicit teaching and rehearsal of emotional regulation and coping strategies to support increasing independence.
• Teach help-seeking and self-advocacy skills explicitly to empower CYP to access appropriate support.
• Provide regular, structured opportunities to practise and embed strategies in a supported context, with graduated support moving from adult co-regulation towards increasing self-regulation and independence.
• Provide targeted preparation for known triggers or challenging situations to reduce the likelihood of dysregulation.
• Support CYP to generalise strategies across different contexts, adults and environments.
• Use positive behaviour support strategies, including clear expectations, reinforcement, and restorative approaches, rather than punitive responses.
• Use targeted interventions such as ELSA.
• Deliver targeted small-group or individual therapeutic interventions, led by staff trained in trauma and adverse childhood experiences (ACEs), to support emotional expression and processing.