Introduction
Significant educational challenges can present for children in care due to experiences of trauma, instability and disrupted schooling. Put simply, schooling isn't equitable for trauma affected pupils. If not properly addressed, this may result in school exclusions. Exclusions can exacerbate feelings of rejection, hinder educational progress and increase the risk of social isolation for children who are already dealing with so much. Implementing a trauma-informed approach is essential to creating supportive and inclusive educational environments that reduce the likelihood of exclusions and promote the well-being of children facing so much (Maynard et al., 2019).

Understanding the Impact of Trauma
Children entering care have experienced trauma by very definition, yet they are entering a social care system that will have to focus on very practical matters, such as finding somewhere to live, rather than from an approach that focuses on trauma recovery. This is not ideal but it is a very real experience for the child and for the social worker who is going to be supporting them. The child will most likely have endured adverse experiences such as neglect, abuse, or significant loss, profoundly affecting their emotional regulation, learning engagement and relationship-building abilities (Mehta et al., 2023). Trauma can alter brain development, leading to heightened stress responses and challenges in impulse control and social interactions. Research has demonstrated that traditional disciplinary measures focused on punishment can reinforce feelings of rejection and instability for children already grappling with rejection and instability. A trauma-informed approach, which addresses the underlying causes of behaviour, has been shown to reduce exclusions and improve overall school engagement (Emerson et al., 2022).

Strategies for Reducing Exclusions
Training School Staff in Trauma-Informed Practices
The importance of training school staff cannot be understated. It is widely acknowledged that children in care consistently have had poorer educational outcomes but we also know that educators and school staff can play a pivotal role in supporting children in care. Comprehensive training in trauma-informed practices enables staff to recognise behaviour as commuication through having knowledge that supports improving learning opportunities for all children. Training should include understanding the effects of trauma, an understanding of the central nervous system and a consistent approach to relational practices. Studies have found that well-informed school staff are better able to identify early signs of distress and intervene effectively, reducing the need for exclusionary disciplinary measures (McGillicuddy, 2024).

Developing Positive Relationships and Attachment-Aware Schools
Establishing trust and security is fundamental for children who have experienced trauma and adversity and are living away from their homes with more diverse adapted attachment patterns due to past experiences. Schools can create attachment-aware environments by prioritising relationship-building by assigning dedicated mentors or key adults to provide consistent support (Parker, 2024). This approach has been linked to improved behaviour and school retention, as seen in research on belonging-focused education strategies.

Implementing Restorative Practices
Restorative approaches focus on repairing harm and restoring relationships rather than resorting to punitive measures. When incidents occur, structured discussions allow students to reflect on their actions, understand the impact, and collaborate on resolutions. This method fosters accountability, empathy and community cohesion. Schools that have implemented restorative approaches report reduced exclusions and improved student engagement (Darling-Hammond, 2023).

Utilising Flexible and Personalised Learning Approaches
Recognising that traditional educational settings may not suit all children, flexibility should be adopted by schools as best as is possible with personalised learning plans in place. Collaboration with Virtual Schools and social care teams ensures that educational strategies align with each child’s unique needs. Evidence from research into alternative provisions highlights how personalised approaches increase engagement and decrease the likelihood of school exclusion. A positive relationship with your Virtual School is KEY!

Strengthening Multi-Agency Collaboration
Effective support for children in care requires a coordinated effort among schools, Virtual Schools, social workers and carers. Regular multi-agency meetings facilitate a comprehensive understanding of each child’s needs. When education, social care and mental health services work together, early intervention is more effective, preventing crisis situations that may otherwise lead to exclusion.

Ensuring Consistency and Stability in Education
Frequent school changes can disrupt learning and exacerbate responses that then get labelled as 'behavioural problems' which can be stigmatising and unhelpful. Schools should strive to provide stable educational experiences, especially during transitions. Strategies such as detailed transition planning, peer mentoring and maintaining consistent routines help children experiencing so much personal disruption adapt and feel secure, which again, reduces the likelihood of exclusion.

Conclusion
Adopting a trauma-informed approach is essential in reducing exclusions among looked-after children. By focusing on understanding and addressing the root causes of behaviour that are communicating some very big feelings from trauma responses, schools can create nurturing environments that support emotional and educational development. Implementing comprehensive staff training, fostering positive relationships, employing restorative practices and ensuring multi-agency collaboration are critical steps in this process. Research consistently highlights the benefits of trauma-responsive educational strategies in improving outcomes for children in care. The challenge is to understand that those improvements might not just be about educational outcomes now, but rather on the opportunities provided that the child may take into adulthood as a love of education and an understanding of relationships that make a difference!

We offer training, consultancy and strategic help that can support you in achieving better outcomes for children in care. If you need any help and support or just a general chat about ‘all things Trauma Informed’, please get in touch with Lyndsay, our Working Together Lead at lyndsay@ticservicesltd.com and our team will support you in your journey.

References
Darling-Hammond, S. (2023). Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Learning Policy Institute.

Emerson, A. (2022). The case for trauma-informed behaviour policies. Pastoral Care in Education, 40(3), 352–359.

Maynard, B. R., Farina, A., Dell, N. A., & Kelly, M. S. (2019). Effects of trauma-informed approaches in schools: A systematic review. Campbell systematic reviews, 15(1-2), e1018.

McGillicuddy, S. (2024). Responding to challenging behaviour in post-primary schools: Exploring a new authority. Social Sciences & Humanities Open, 9, 100778.

Mehta, D., Kelly, A. B., Laurens, K. R., Haslam, D., Williams, K. E., Walsh, K., Baker, P. R. A., Carter, H. E., Khawaja, N. G., Zelenko, O., & Mathews, B. (2023). Child Maltreatment and Long-Term Physical and Mental Health Outcomes: An Exploration of Biopsychosocial Determinants and Implications for Prevention. Child psychiatry and human development, 54(2), 421–435.

Parker, R. (2024). From Attachment Awareness to Attachment Aware Schools. In Attachment Aware Schools: A Critical Perspective (pp. 57-92). Cham: Springer Nature Switzerland.

Further Reading

Inclusion: The trailblazers tackling 'lost learning crisis' - https://schoolsweek.co.uk/lost-learning-solutions-meet-the-inclusion-trailblazers/