We talk about being trauma-informed, but what does it mean?

Trauma-informed learning is not a programme you “deliver”; it’s a way school operates so that pupils who have experienced adversity can access learning safely and predictably. Done well, it reduces exclusions, improves attendance, and stabilises behaviour—without lowering academic standards.

What “trauma-informed” means (and doesn’t)

Means: understanding how stress and adversity affect regulation, attention, memory, relationships and risk perception—and designing routines, environments and teaching so pupils can participate and progress.
Doesn’t mean: excusing harmful behaviour, removing boundaries, or offering unlimited choice.

Core principles

1. Safety (physical & psychological)

2. Trust & transparency (clear routines; predictable consequences)

3. Choice & agency (structured options; opt-ins, not ultimatums)

4. Collaboration (with families, multi-agency teams, and the pupil)

5. Empowerment (build skills, not dependency)

6. Cultural humility & equity (adjust for context; avoid assumptions)