The power of trauma-informed practice in SEND settings
Every child has a story. Some stories are full of joy, others carry challenges that can leave deep marks. For children with SEND, these experiences can affect how they feel, behave, and learn. Trauma-informed practice is about noticing these stories, listening with empathy, and responding with care.
Seeing the Child Behind the Behaviour
Sometimes, what looks like “difficult behaviour” is a child’s way of coping with stress, change, or fear. Instead of asking “Why are they acting out?” we ask “What’s happened, and how can we help them feel safe?”
When adults respond with understanding rather than punishment, children feel seen. They start to trust, to engage, and to grow.
Simple Ways to Make a Big Difference
- Consistency and Routine: Predictable routines and gentle warnings help children feel secure.
- Warm Relationships: A calm, attentive adult can make a child feel safe enough to try, explore, and learn.
- Listening to Sensory and Emotional Needs: Quiet spaces, movement breaks, or sensory tools can help children regulate their feelings.
- Gentle Guidance, Not Punishment: Focusing on understanding, teaching coping skills, and repairing relationships fosters confidence and resilience.
- Working with Families: Parents and carers know their children best. When schools and families work together, children feel truly supported.
Why It Matters
When we respond with compassion, consistency, and understanding, children begin to feel safe enough to take risks in learning and in life. Classrooms become calmer, relationships stronger, and children more confident in themselves.
Trauma-informed practice reminds us that every child deserves to be seen, heard, and supported. It’s not just about managing behaviour, it’s about helping every child feel that they belong, that they matter, and that they can thrive.
