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Trauma-informed approaches have become increasingly prominent in education policy and guidance, although the term is not always explicitly used.

Trauma-informed practice recognizes that trauma—an event, series of events or set of circumstances that a person experiences as harmful or life-threatening—can affect a person's well-being mentally, physically, emotionally and socially.

Teachers and other school staff should therefore aim to create a culturally sensitive, safe environment that avoids retraumatization, in which people again feel the thoughts, emotions and sensations they experienced.

Drawing on my teaching and research in trauma-informed education, I have worked with children, young people, schools and other children's services to support mental health and well-being. In this article, I share some reflections from what I have learned over the years.

School staff are not expected to be trauma experts. However, there is a growing expectation, reflected in taught content in the national curriculum, that they have a shared understanding of trauma and its impact. The hope is that the approaches and practices they adopt to support children and young people will be trauma-informed.

There is growing understanding and evidence that trauma can significantly affect children and young people's learning and school experiences. This can include difficulties with focusing, relationships, academic achievement and behavior. Experiences of trauma have also been linked to an increased risk of suspension and exclusion.

However, trauma-informed care should not be limited to interventions in specific classes or workshops.

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