Experiences of a Trauma-Informed Approach to Education Among SEN Students, Staff and Caregivers and Caregivers’ Perceptions of Trauma-Informed Education, 2025

The need for responding to trauma has previously and recurrently been evidenced by contemporary literature. Due to this, a global increase in the employment and investigation of trauma-informed approaches to education has recently emerged. Research to date highlights a scarcity of observation and experience-based stakeholder evidence, that examine populations outside of the US and who are disproportionately impacted by trauma. This project examined Special Educational Needs (SEN) student, staff and caregiver experiences and perceptions of a trauma-informed approach to education. Methods: A cross-sectional qualitative cohort study was undertaken at a London-based SEN High School that employs a schoolwide trauma-informed approach to education.