As compassionate professionals working with children and young people, we appreciate that the return to school after the summer holidays can be challenging for some children even under normal circumstances. However, the summer of 2024 in the UK has been far from ordinary. In Southport, on 29th July, Elsie Dot Stancombe aged seven, Alice da Silva Aguiar aged nine, and Bebe King aged six were brutally murdered. The country then went on to experience pockets of civil unrest, including riots in several major cities, which were extensively reported on.

It is highly likely that even for children not living around Southport or for those who may not have been in the cities where the riots occurred, that they will have been exposed to content about it in some form. These events have undeniably impacted on the children we work with, live with and spend time with (Downey, C., & Crummy, 2022). As they return to school, they may carry with them not only anxiety and fear but also confusion and a deep sense of insecurity caused by these unsettling experiences especially if they have been carrying their worries for the last few weeks without feeling able to share these concerns with a supportive adult.

Trauma, whether indirect or direct, can significantly impact a child’s ability to learn, engage socially, and feel safe in their environment irrespective of where they go to school (Yoches et al., 2012). As professionals, adopting a trauma-informed approach is critical to ease the transition.

Understanding Trauma and Its Impact

Trauma is an emotional response to deeply distressing or disturbing events. The recent riots, in particular, may have exposed children to violence, chaos, and a breakdown of societal norms, which can be profoundly disorienting and frightening. Trauma can manifest in various ways, including heightened anxiety, difficulty concentrating, withdrawal, or increased reactivity. Recognising these signs is the first step in providing the necessary support and you have made a great start by reading this blog.

What can we do?

To establish a safe and predictable environment, create routines that provide a sense of normalcy. Start the day with familiar activities and maintain predictable schedules to reduce anxiety. Designating safe spaces within the school where children can retreat if they feel overwhelmed can also be comforting. Clear communication is essential; explaining any changes in routine or environment to children in advance can help ease their fears (Brunzell, 2021).

Building trust through consistent relationships is another keystone of trauma-informed practice. Showing consistency in your interactions—such as greeting each child daily and checking in with them—can help rebuild their sense of security. Patience is key, as some children may test boundaries or exhibit challenging behaviour as they adjust. Responding with understanding rather than frustration is vital (Wilson-Ching & Berger, 2024). Also, encouraging social connections among peers can also aid in the healing process. Facilitating group activities that require cooperation and teamwork helps rebuild social skills and fosters a sense of community. In some cases, pairing children with a buddy can provide additional support, especially for those who seem more isolated or who may have been particularly affected by the recent unrest.

Collaboration with families is equally important. Regular communication with parents or caregivers about their child’s progress and any concerns helps create a unified support system. Involving families in planning how best to support their child ensures that they feel heard and valued, especially during these challenging times.

Empowering children to have a voice in their daily activities can help them regain a sense of control. Offering simple choices throughout the day, like selecting between two activities, can make a significant difference. Additionally, incorporating expressive activities such as drawing, writing, or role-play allows children to process and articulate their emotions creatively (Mahony & Fenton, 2024).

Addressing the emotional and psychological needs of children may involve introducing mindfulness exercises or relaxation techniques to help them manage stress and anxiety where safe to do so. Teaching them to identify and express their feelings through age-appropriate discussions can also be a decisive step toward healing. If a child’s behavioural responses impact their daily functioning, referring them to a school counsellor, psychologist, or other appropriate professional is crucial. Ensuring that all staff members are trained to recognise and respond to trauma can create a comprehensive support network within the school.

Feelings of powerlessness in response to global crises can be intense. Encourage children to channel their emotions into positive actions, like fundraising for a cause or writing letters to their MP. Taking proactive steps can give them a sense of agency, helping them manage overwhelming emotions. It's also important to remind them that, despite the negativity in the news, these events are uncommon. Highlight positive stories, acts of kindness, and the things they appreciate in the world around them.

Every child will react differently, so it's crucial to observe and listen attentively. Often, children just need to feel understood and know that someone is there for them. Offer reassurance, letting them know that their feelings are valid and that they're not alone in experiencing them. Understanding that others might feel the same way can bring a significant sense of relief and comfort.

Conclusion

Supporting children after a challenging summer requires us to be sensitive to the impact of trauma and to respond with empathy and care. By integrating trauma-informed practices into our daily routines, we can help children feel safe, supported, and ready to learn. As we navigate the return to school together, let’s prioritise emotional well-being, build trust, and empower our young learners to thrive despite the challenges they have faced.

Remember, the goal is not just to help children cope but to help them build resilience and confidence for the future. Through thoughtful and intentional practice, we can make a significant difference in their lives.

References

Brunzell, T. (2021). Trauma-aware practice and positive education. In The Palgrave handbook of positive education (pp. 205-223). Cham: Springer International Publishing.

Downey, C., & Crummy, A. (2022). The impact of childhood trauma on children's wellbeing and adult behavior. European Journal of Trauma & Dissociation, 6(1), 100237.

Mahony, L., & Fenton, A. (2024). Giving voice to young children navigating complex life challenges through a strengths approach. In Early childhood voices: Children, families, professionals (pp. 181-195). Cham: Springer International Publishing.

Wilson-Ching, M., & Berger, E. (2024). Relationship building strategies within trauma informed frameworks in educational settings: a systematic literature review. Current Psychology, 43(4), 3464-3485.

Yoches, M., Summers, S. J., Beeber, L. S., Harden, B. J., & Malik, N. M. (2012). Exposure to direct and indirect trauma. In S. J. Summers & R. Chazan-Cohen (Eds.), Understanding early childhood mental health: A practical guide for professionals (pp. 79–98). Paul H. Brookes Publishing Co.