What are the experiences of school staff who support children exposed to trauma and implement trauma informed approaches?

This article focuses on the experiences of primary school staff, including class teachers and special educational needs coordinators (SENCos), in supporting children exposed to developmental trauma (DT) and implementing trauma-informed approaches following whole-school training. Developmental trauma is defined as the impact of early, repeated trauma and loss within important relationships, typically occurring early in life. The study, conducted within one UK local authority, used semi-structured interviews with seven school staff to explore their understanding of DT, challenges faced, and the process of embedding trauma-informed relational practices. Findings highlight the emotional demands on staff, the importance of ongoing professional development and leadership to sustain trauma-informed approaches, and the critical role of positive adult-child relationships and whole-school culture in supporting affected children. The research underscores the need for systemic support for staff wellbeing, inclusive training for all school personnel, and strong partnerships with families, with Educational Psychologists playing a valuable role in consultation, training, and staff support.