Kia Brett

She/Her/Hers/Herself

krb20tdn@bangor.ac.uk

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School of Education,
Bangor University

Lead supervisor:
Dr Margiad Williams

Other supervisor(s):

• Dr Fliss Kyffin

Start date: October 2024 (Full time)

Award: General

Subject Pathway:
Education

Thematic Cluster:
Language, Learning and Behaviour Cluster

Exploring the impact of trauma-informed schooling on students in UK secondary schools

The aftermath of trauma will inevitably impact a child’s education (Trauma Informed Schools UK, 2015). A survey conducted by Public Health Network Cymru, revealed 50% of adults across England and Wales have experienced an Adverse Childhood Experience (ACE) (Hawthorne, 2021). As suggested by Downey & Crummy (2021), without early intervention e.g. from schools, the child’s difficulties will likely impact progression rates and follow them into adulthood.  

The emergence of trauma-informed models in the early 21st century followed research linking trauma and its effect on academic progression and mental health (Ferdicova, 2021). A trauma-informed school provides support to students who are trauma-experienced and whose behaviour is preventing them from accessing learning. Trauma-informed practice within education aims to build effective communication skills and emotional resilience among students in a safe environment (Trauma Informed Schools UK, 2015). This is a relatively new approach to education, and the majority of research in this field has utilised education systems overseas. According to Trauma Informed Schools UK (2015), over 5000 education settings nationwide have received training since 2015, yet a notable gap in the literature is the lack of investigation and production of results regarding the impact that trauma-informed schooling has on adolescents’ academic progression, behaviour and Social Emotional Mental Health (SEMH) needs. This knowledge is imperative to furthering this field of research (Trauma Informed Schools UK, 2015). 

The demand for schools to become trauma-informed is growing as the percentage of students able to access support services such as CAMHS continues to fall (Trauma Informed Schools UK, 2015). This research will contribute to the field by reviewing the current significance of trauma-informed schooling within the UK education system, with the potential to address the prevalent issues caused by trauma within the classroom. 

Research Impact

Impact on educators:

• The findings have the potential to influence school policies and promote further imperative training for teachers, which could lead to wider systemic changes in how trauma is addressed across the education system.
• Provide secondary schools and policymakers with more robust evidence of the outcomes of adopting a school-wide trauma-informed approach to education.

Impact on students:

• Making student voice a priority: This research intends to emphasise the importance of students' experiences in receiving a trauma-informed education.
• Gain a clearer and unbiased understanding of the impact that a school-wide trauma-informed approach can have on an adolescents academic progression, behaviour and SEMH needs.

Impact on the community:

• Strengthen community ties and develop a more collaborative approach to addressing trauma.
• Raise awareness of the prevalence of trauma and its impact on young people by providing education, leading to a more compassionate and informed public approach to mental health and educational support.

Impact on research:

• Contribution to the field by providing insight into the efficacy of trauma-informed practices within secondary education in the UK in real-world settings.
• Interdisciplinary collaboration.

Bibliography