Report Summary
Understanding the impact of trauma across the lifespan is emerging as a pressing public health priority. Adversity and childhood trauma are linked to multiple physical and mental health conditions in later life, alongside impaired educational achievement, employment and crime. Schools have a critical role to play in mitigating the effects of trauma, and the growth in trauma-informed approaches within education environments reflects an urgent need to prevent re-traumatisation via systems and processes that can significantly alter a child's life course.
Research indicates that whole school trauma informed approaches, underpinned by relationships and trust, may have benefits for all children and staff. However, trauma-experienced and Special Educational Needs (SEND) children may benefit the most. Evidence suggests trauma informed approaches can enhance behaviour, inclusion and attendance, thereby reducing suspension and exclusion rates. Whilst entry into the criminal justice system is complex and multi factorial, trauma informed approaches may be a contributory factor in diverting young people from criminal activity.
Within this context, the Office of the Police and Crime Commissioner (OPCC) for Humberside commissioned a pilot study consisting of a package of whole school trauma-informed training to run between September 2022 – August 2023 in two Hull schools in the HU9 ward, specifically selected because of elevated levels of deprivation and reported domestic abuse.
The training package included three strands:
- Whole school trauma-informed training involving all staff, delivered by a specialist therapy provider
- Supervision and therapeutic support provided to all staff for twelve months
- A review of policies and procedures to ensure alignment with trauma-informed approaches
The University of Hull were commissioned to undertake an evaluation of the pilot training package with a focus on recommendations for scaling up the model. Using a mixed methodology, research design consisted of a survey administered at two distinct times; before training and 6 months post training, combined with focus groups to gather qualitative data. The aims of the project were to understand how the training package helped staff to understand trauma, the impact on young people and the ways in which staff responded to and supported trauma-experienced young people.
