IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B

Abstract

This presentation will report on research exploring how trauma-informed practices are understood and implemented in English primary schools. While trauma-informed practice aims to create safe, supportive environments for vulnerable children, such as those affected by trauma and adversity, its application in UK schools remains under-examined. The study will adopt a mixed-methods design, combining a scoping review of international literature with survey data from staff in Liverpool primary schools. The review will examine the evidence base for trauma-informed approaches, particularly in relation to behaviour, inclusion, and restorative practice, while critically assessing its relevance to English educational contexts. The survey will investigate staff perceptions of trauma-informed principles, their experiences of implementation, and the institutional factors that support or hinder these practices. Open-ended responses will be analysed thematically to explore the role of relational pedagogy, staff agency, and leadership in shaping trauma-informed environments. This presentation will outline the study’s rationale, design, and anticipated contributions. It will discuss emerging themes from the literature and highlight the importance of whole-school approaches, reflective professional development, and compassionate educational discourse. The research aims to generate practical insights for educators, school leaders, and policymakers seeking to foster trauma-responsive environments in primary education. By centring staff perspectives and contextualising international evidence, the study will contribute to a more nuanced understanding of trauma-informed practice in English schools.