3.2 Intervention 2: Trauma-informed approaches

What is trauma-informed practice?

The UK’s working definition of trauma-informed practice emphasises the importance of understanding how trauma can affect a child’s neurological, emotional and social development. It also recognises that schools and other services can either reinforce trauma or help reduce it.

This approach represents a fundamental shift in perspective. Instead of asking ‘What’s wrong with this child?’ trauma-informed practice asks, ‘What might this child have experienced, and what do they need?’ (GOV.UK, 2022). This reframing is particularly crucial for racially minoritised children, whose responses to trauma can often be misinterpreted through cultural bias and stereotyping.

What is trauma?

Trauma can result from single incidents or ongoing experiences that overwhelm a child’s ability to cope. These experiences don’t always look dramatic from the outside. For racially minoritised children, trauma might include the following.

Direct experiences:

• Racism or discrimination at school, in public spaces, or online.
• Witnessing family members experience racial harassment.
• Economic instability linked to systemic inequalities.
• Separation from family due to immigration status.
• Medical trauma, particularly when cultural needs aren’t understood.

Systemic and intergenerational trauma:

• Growing up aware of historical and ongoing injustices affecting their community.
• Experiencing daily microaggressions that accumulate over time.
• Living with parents or carers who carry their own trauma from discrimination.
• Being surrounded by deficit narratives about their racial or cultural group.

Intersection with other experiences:

• Loss, neglect, family breakdown, domestic violence.
• Poverty, housing instability, food insecurity.
• Medical procedures, hospitalisation, chronic illness.
• Sudden changes in family circumstances.

How trauma affects children’s responses

Trauma impacts the developing brain in ways that can affect the following.

• Emotional regulation: Children may have intense reactions to situations that seem minor, or conversely, may appear emotionally ‘flat’ or disconnected.
• Attention and concentration: Trauma can make it difficult for children to focus on learning when their nervous system is focused on survival and safety.
• Relationships and trust: Children who have experienced trauma may struggle to trust adults or may become either withdrawn or overly attention-seeking.
• Physical responses: Trauma is held in the body and can manifest as headaches, stomach aches, fatigue, or hypervigilance to perceived threats.
• Behavioural communication: What adults often label as ‘challenging behaviour’ may be a child’s way of communicating distress, fear or unmet needs.

Why trauma-informed practice matters for racial equity

Frances Akinde, in her Session 4 interview, reminded us that racially minoritised children are often punished before they are supported. This pattern reflects how trauma responses in racially minoritised children are frequently misunderstood.

Dr Mngaza emphasised in the panel discussion that ‘All behaviour is communication’. From this perspective, a child who is ‘acting out’, withdrawing, or refusing to engage may be communicating fear, confusion or emotional overwhelm rather than defiance or disrespect.

Research by Hallet and Dickson (2020) found that Black Caribbean students were significantly more likely to be excluded for behaviour that could indicate trauma responses, while their white peers displaying similar behaviours were more likely to receive support referrals. This suggests that cultural bias affects how we interpret children’s distress.

Trauma-informed practice provides a framework for pausing before reactive responses and creating space for understanding and support rather than punishment.

The six principles of trauma-informed practice

The UK framework identifies six key principles: Safety, Trust, Choice, Collaboration, Empowerment and Cultural Consideration (GOV.UK, 2022). Understanding how these principles work in practice is essential for effective implementation.

1. Safety

Creating physical and emotional safety for children who may feel constantly under threat.

In practice this means:

• predictable routines and clear expectations
• calm, non-threatening body language and tone of voice
• safe spaces where children can go when overwhelmed
• addressing racism and discrimination proactively rather than reactively.

2. Trust

Building reliable relationships through consistency and honesty.

In practice this means:

• following through on promises, however small
• explaining what will happen next and why
• acknowledging when you don’t know something rather than guessing
• respecting children’s experiences and perspectives, even when you don’t fully understand them.

3. Choice

Providing opportunities for children to have control over their environment and responses.

In practice this means:

• offering choices even in small matters (where to sit, which activity first)
• involving children in decisions that affect them
• respecting when children need space or time
• avoiding power struggles over minor issues.

4. Collaboration

Working with children rather than doing things to them.

In practice this means:

• asking children what they think would help
• including families as partners in understanding their child’s needs
• problem-solving together rather than imposing solutions
• recognising children and families as experts on their own experiences.

5. Empowerment

Helping children develop skills and confidence to navigate challenges.

In practice this means:

• teaching emotional regulation strategies
• helping children identify their strengths and build on them
• supporting children to self-advocate appropriately
• celebrating progress and resilience.

6. Cultural consideration

Understanding how cultural background and identity affect trauma and healing.

In practice this means:

• learning about children’s cultural contexts and strengths
• recognising how racism itself can be traumatic
• adapting approaches to be culturally relevant and respectful
• addressing your own cultural biases and assumptions.

Studies have shown that trauma-informed approaches can significantly improve outcomes for children. Bath (2008) found that schools implementing trauma-informed practices saw reductions in exclusions, particularly among students from minoritised backgrounds.

The National Child Traumatic Stress Network reports that trauma-informed schools show improved academic performance, reduced behavioural incidents, and increased staff satisfaction. Critically, these benefits are most pronounced for students who have historically been over-represented in exclusion statistics.

However, implementation requires sustained commitment and training. Trauma-informed practice is not simply about being kind – it requires understanding the neurobiology of trauma and developing skills to support children’s regulation and healing.