Trauma Informed Practice
Trauma is everyone’s business.
There are different types of trauma and many children/young people experience trauma. However, not all children and young people who are exposed to trauma will go on to develop difficulties.
‘Trauma’ is a widely used term, but in this context refers to a “an event, a series of events or a set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening.”
NHS Education for Scotland
Most people are likely to know or work with someone who has experienced trauma and adversity in their lives. Many of us have directly experienced trauma in our own lives. When the work we do also brings us into contact with people who are affected by trauma, there is an added responsibility to recognise this, adjust how we work to take account of the impact of trauma, and respond in a way which supports recovery, does no harm and recognises the needs that people have.
Safe and supportive relationships are known to be key in fostering resilience and in enabling recovery following adversity and trauma. For this reason, it is important that we recognise the potential for each contact/interaction we have with children, young people & their families affected by trauma to afford safety, enhance resilience and promote recovery.
5 Principles of Trauma Informed Practice
All our ELCs, Primary, Secondary & Special Schools should adopt a Trauma Informed Practice approach – taking into account the 5 principles of Trauma Informed Practice
Safety –
“All pupils, parents/carers, staff and visitors to the school should feel physically and emotionally safe in all areas of the school, including online spaces e.g. teams, Facebook, Twitter. Common areas should be welcoming and privacy respected.”
Trust –
“All relationships in the school community are mutually respectful and based on trust. Communication should be transparent and all parties should feel heard and valued.”
Choice –
“Pupils, parents/carers and staff have a clear understanding about their rights (consider UNCRC) and have a sense of agency about decisions and choices made about their educational experience.”
Collaboration –
“Pupils, parents/carers, and staff should work together to make collective decisions about all aspects of school life (values, policies, procedures and ethos).”
Empowerment –
“Pupils, parents/carers and staff should feel enabled to make active decisions that affect learning and wellbeing. Pupil voice and parental engagement should be encouraged and acted upon timeously.”
Guidance for Staff & Audit Tool
The following Guidance & Audit Tool can be used to assess areas of strength & areas for development:
Responding to ACEs with HOPE
This paper outlines the benefits to C&YP of a positive & proactive approach.
The HOPE framework aims to promote positive experiences and prevent / mitigate the effect of ACES by key positive childhood experiences which fall within 4 broad categories:
- Nurturing, supportive relationships – building resilience
- Developing, playing and learning in a safe, equitable environment
- Opportunities to connect with others
- Learning social and emotional skills
