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Implementing Trauma-Informed Practices in Schools

May 8, 2025

Notes on Trauma-Informed Schools UK Presentation

Introduction

  • Speaker: Dr. Margo Sunderland, Director of Innovation and Research at Trauma Informed Schools UK
  • Focus: Work of Josh Saiz, Head Teacher at Biscovey Academy, Cornwall
  • Context: School in an area of severe deprivation with a high number of children with trauma histories

Background

  • Josh Saiz took over as headteacher in 2020
  • Challenges:
    • High staff turnover and absences
    • High exclusion rates
    • Disregulated students and adults
  • Training with Trauma-Informed Schools UK: Attended 11-day diploma course

School Demographics

  • 56% of pupils live in severely deprived areas
  • One-third of students eligible for free school meals
  • 39% with social-emotional mental health needs
  • One-third have an ACE (Adverse Childhood Experience) score higher than three

Initial Challenges

  • Disregulated adults and children
  • High rates of exclusions and staff absence
  • Inability to retain supply staff

Approach to Improvement

  • Focus on building significant relationships to facilitate learning
  • Implementation of a trauma-responsive culture
  • Emphasis on relationships and community needs

Strategies Implemented

  • Whole-school approach to trauma-informed practice
  • Building relationships and a curriculum responsive to community needs
  • Emphasizing the importance of staff being emotionally available

Key Interventions

Training and Staff Development

  • Training staff to be emotionally available adults
  • Emphasizing the importance of social engagement over social defensiveness
  • Pace model: Play, Acceptance, Curiosity, Empathy

Recruitment

  • Trauma-informed recruitment processes
  • Group processes to evaluate empathy and suitability for the school

Curriculum and Policies

  • Trauma-informed school development plans
  • Relationship policy over a traditional behavior policy
  • Restorative practices replacing punitive measures

Monitoring and Evaluation

  • Regular learning walks and feedback
  • Use of pupil voice to adjust and improve practices

Outcomes and Impact

  • Significant reduction in supply costs and exclusions
  • Increased attendance and reduced persistent absentees
  • High levels of staff retention

Conclusion

  • Wholehearted commitment to trauma-informed practices is crucial
  • Importance of not just being informed but responsive

Top Tips

  • Commit fully to trauma-informed approaches
  • Ensure practices are embedded throughout the school culture

These notes capture the key points and strategies discussed in the lecture by Dr. Margo Sunderland and Josh Saiz on implementing trauma-informed practices at Biscovey Academy.

Full transcript