Understanding Trauma-Informed Practice at Our School

At our school, we are committed to providing a safe, supportive and nurturing environment for all children. This means recognising that some children carry invisible burdens - experiences of trauma that impact how they feel, think, and behave in school.

What is Trauma?

Trauma is not always what you might expect. It can include experiences of loss, neglect, abuse, sudden change, or even prolonged stress and instability. These experiences can shape a child’s sense of safety, relationships, and ability to regulate their emotions. Trauma doesn’t affect all children in the same way - but for some, it has a lasting impact that shows up in school life.

Equity, Not Just Equality

In an equitable classroom, children receive what they need to thrive- not exactly the same as everyone else. Equality means giving every child the same thing; equity means giving each child what they need to succeed.

Imagine a child who becomes dysregulated - perhaps overwhelmed, angry, or withdrawn. You may see them being offered time with a favourite toy, a book, or allowed to take a break outside the classroom. To others, this might look like a reward. But it’s not.

It’s Not a Treat - It’s Regulation

For a traumatised child, calming strategies are not privileges. They are essential tools to help them re-centre and feel safe. Just as an inhaler helps a child with asthma breathe, regulation tools help a child with trauma access their learning.

These supports are carefully planned and used consistently, not as rewards for poor behaviour but as part of a trauma-informed approach to help children stay connected to learning and the school community.

Shifting Mindsets

If your child is watching this and wondering, “Why do they get to play while I have to work?”, we encourage you to see this as a learning moment about fairness. Fairness isn't about everyone getting the same - it’s about everyone getting what they need. And what your child is seeing isn’t a reward - it’s recovery.

As a school community, we ask for your trust and partnership. All children are held to high expectations, but some need different kinds of support to meet them. By fostering empathy and understanding, we help build an environment where every child feels safe, valued, and able to learn.

How Trauma Affects the Brain: Understanding the Science Behind Behaviour

To support all children effectively, it's helpful for families and school staff to understand what’s happening inside the brain - especially for children who have experienced trauma.

The “Upstairs and Downstairs” Brain: A Simple Model

We often use a simplified brain model to help explain behaviour. Picture the brain as having two main parts:

The Upstairs Brain (Prefrontal Cortex)

This is where logical thinking, problem-solving, empathy, and emotional regulation happen. It helps us make good decisions, manage impulses, and connect with others.

The Downstairs Brain (Brainstem & Limbic System)

This is in charge of survival. It controls automatic responses like fight, flight, freeze, or fawn. When we feel safe, this part is calm. But when we feel threatened, it takes over -very quickly.

What Trauma Does to the Brain

Children who have experienced trauma can live in a state of high alert. Their downstairs brain is constantly scanning for danger - even in safe environments like school. When something triggers a memory or feels overwhelming (even if it seems small to others), the downstairs brain can take over, and the upstairs brain goes offline.

This might look like:

Shouting or hitting (fight)
Running away or hiding (flight)
Going very quiet or “zoning out” (freeze)
Pleasing others to avoid conflict (fawn)

These are not bad behaviours - they are survival strategies. A child in survival mode isn’t choosing to misbehave; their brain is doing what it believes is necessary to keep them safe.

Helping Children Feel Safe So They Can Learn

Our job in school is to help children feel safe enough to bring their upstairs brain back online. This might mean:

Offering calm, consistent responses
Using sensory or emotional regulation tools
Providing quiet spaces or breaks
Building strong, trusting relationships
Only when a child feels safe can they truly access learning, friendships, and self-control.

Why This Matters to All of Us

Understanding the brain helps explain why traditional discipline or rewards might not always “work” for some children. A child in distress can’t be reasoned with until their brain is calm. Supporting regulation isn’t excusing behaviour - it’s preparing the brain to re-engage.

When we understand the why behind behaviour, we can respond with empathy, patience, and the right support. This benefits not just the child in need - but builds a more compassionate and connected school community for everyone.

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