Latest News From TICS 

In many organisations, supervision is spoken about warmly and treated lightly. It is described as supportive, developmental, even “nice to have”, something to prioritise when workloads ease or when everything else feels under control. In reality, supervision is often among the first things to disappear under pressure, quietly replaced by action, urgency and task completion. […]

Behaviour policies sit at the heart of most school systems. They are designed to establish expectations, maintain order and ensure that learning environments remain safe and predictable. In many schools, behaviour frameworks are structured around consistent responses to rule-breaking, often involving a graduated system of warnings, sanctions and rewards. For many pupils, these systems function […]

Each year, Eating Disorder Awareness Week invites us to look more closely at experiences that are often hidden in plain sight. This year’s theme is community. Beat, the UK’s leading eating disorder charity, defines this theme as follows: “We’re celebrating the power of community and the vital role family, friends, and other support networks play in […]

In many organisations, supervision is spoken about warmly and treated lightly. It is described as supportive, developmental, even “nice to have”, something to prioritise when workloads ease or when everything else feels under control. In reality, supervision is often among the first things to disappear under pressure, quietly replaced by action, urgency and task completion. […]

Within professional conversations, anxiety and disordered eating are often treated as separate areas of difficulty, shaped by different bodies of knowledge and supported through distinct service pathways. Anxiety is frequently discussed in relation to worry, fear, and emotional regulation, while eating-related distress is more commonly framed through food, weight, or behaviour. However, when we listen […]

Across health, education, social care and community services, there is growing recognition that many of the difficulties people present with today cannot be fully understood or addressed without attending to the environments in which they live, work, learn and recover. Chronic stress, emotional dysregulation, anxiety, low mood, burnout, loneliness and attentional difficulties are not occurring […]

Kinship care doesn’t just change who a child lives with. It changes who holds responsibility, who absorbs risk, and who becomes the system when the system is stretched. For many kinship carers, the shift is sudden and disorientating (Hall et al., 2025). One day they are a grandparent, an aunt, an older sibling, a family […]

Across social work, psychology, health and education, research increasingly engages with lived experience, adversity, inequality and distress. Whether exploring mental health, safeguarding, disability, poverty, school exclusion, health inequities or access to services, researchers are frequently operating in contexts where trauma is not exceptional but pervasive. Trauma-informed research has emerged in response to this reality. It […]

Mental health difficulties rarely appear out of nowhere. More often, they emerge gradually and can be shaped by accumulation rather than crisis. And yet, systems frequently respond as though distress is sudden, inexplicable or disproportionate. Trauma-informed practice invites a different understanding. It embodies the view that mental health difficulties develop over time, through the interaction of stress, safety, meaning […]

Before you read on, it feels important to say this. This blog is a little different from many of our others. While all of our work is informed by lived experience, research and practice, this piece is more openly shaped by my own experiences of loss. That is not usually how I write. I tend […]

Schools are often where dysregulation shows up first and loudest. A pupil storms out of class, another is shouting and throwing chairs whilst another is completely shutdown. Staff try grounding, breathing, calm voices and still it escalates. What can follow is frustration on all sides: But the issue is rarely non-compliance and much more neurobiology. Dialectical Behaviour Therapy (DBT) […]

There’s a sentence we hear increasingly often in safeguarding conversations with schools: “We’re worried but nothing looks wrong enough.” The child is clean. They attend most days. They achieve. Their parents respond to emails. There’s food at home. There’s no obvious chaos. And yet… something doesn’t sit right. This blog is about affluent neglect, not […]

Let’s start with something we often say in trauma-informed spaces because it tends to land with both relief and discomfort: Love matters. Love is vital. Love is not enough. That sentence isn’t meant to diminish care, compassion, or commitment. It’s meant to protect people (especially carers, educators, practitioners and leaders) from a quietly harmful myth: […]

In reflective practice spaces, the terms coaching and supervision are often used interchangeably. Sometimes they are even blended as though they are simply different styles of the same thing. Both coaching and supervision have value and can support development. However, it is important to note that they serve different functions, rest on different assumptions, and […]

Relational behaviour practice is frequently misunderstood as being permissive, passive, or "soft" , yet the opposite is true: it is grounded in neuroscience, safety, and skilled professional behaviour. This trauma-informed approach prioritizes connection over control, regulation over reaction, and boundaries over punishment. Since behaviour is fundamentally neurological rather than moral, punitive responses and shouting fail to calm the stress-activated brain. Instead, the relational approach lowers perceived threat and helps stabilize the nervous system, bringing the thinking brain back online for learning. When a line must be drawn, it is done calmly the moment safety, dignity, or wellbeing is compromised , followed by the crucial step of repair after rupture to teach the young person that the relationship is safe and conflict does not equal abandonment.

Trauma in babies and toddlers is often invisible. It is not defined by a single event, but by the experience of overwhelming stress without sufficient protection or soothing. Since young children cannot make sense of these experiences, trauma is encoded in their body and physiology, resulting in survival patterns like hyperalertness, withdrawal, or shutdown. Understanding these behaviours as adaptations—not problems—is the first step. Because the infant brain is highly capable of recovery, healing is possible when safety, predictability, and reliable adult support (co-regulation) are restored.

Reflection on the 2025 TICS Conference from the Team

Trauma and homelessness are tightly interwoven with research shows that as many as 94% of people experiencing homelessness in England having also experienced trauma often stemming from childhood (Irving & Harding, 2022). These may include abuse, neglect, domestic violence, or time spent in care. These early experiences can shape how people engage with services, manage […]

“Although the world is full of suffering, it is also full of the overcoming of it.” — Helen Keller, 1903 In all services and settings, there are children and young people who remain missing. Some are physically absent. Others are present in body but absent in spirit: invisible in systems, unnoticed in practice, and unheard […]

The State of Victoria, Australia, is taking a decisive step forward in workplace safety. From 1 December 2025, new Occupational Health and Safety (Psychological Health). Regulations will require employers to actively prevent psychological harm in the workplace; treating mental wellbeing with the same seriousness as physical safety. Under these regulations, employers must: This marks a […]

“Hindsight is a wonderful thing. Looking back, I can anchor myself in the evolving experiences of the last 10 years, but at the time? Oh my goodness, feeling so untethered was the worst.” This is Jenny, describing her experience of perimenopause. And she’s not alone. Thanks to the rising visibility of menopause in public conversations, […]

This week's post is from Amelia Brunt, our Specialist Clinical Supervisor for Trauma Informed Practice and Supervision Lead. Supervising a social care manager recently, I was yet again reminded that in today’s complex work environments; particularly in sectors like health care, social services, education, and community support, organisations are increasingly recognising the profound impact of […]

Introduction In recent years, the rise of vaping in children and young people has emerged as a silent, yet deeply consequential, public health crisis. Unlike the more visible issues facing schools and colleges which include attendance, exclusion or academic attainment, vaping is often concealed, misunderstood and minimised. Its presence in educational settings is not only […]

IntroductionSignificant 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 […]

Introduction "We are living in uncertain times" is a phrase that has been repeated across the centuries giving us an indication of the challenges that societies face. Uncertainty is unavoidable and very much a part of being human. That said, when we are knee deep in turbulence (which will be relative to our own society […]

Introduction The privileged position that I have (and it is beyond a privilege) to work with many different types of humans in endless organisations across different sector settings, affords me so much learning that is experienced from an embodied place as well as an opportunity to develop my skills in practice. This article is a […]

On Tuesday 4th March 2025, our Director Dr Lisa Cherry opened the 2 day National Association of Virtual School Heads (NAVSH) conference with a keynote on Leading Change. Highlighting the importance of language in shaping how we lead change, she reflected on a position title she'd spotted called Behaviour and Attendance Director, suggesting that a […]

IntroductionIn an era marked by global crises, from pandemics to geopolitical conflicts and environmental disasters, shouty 'leaders' and unpaid billionaires with extreme power, the concept of collective trauma has gained increasing attention. Collective trauma refers to the psychological impact experienced by entire communities or societies in response to widespread distressing events. Unlike individual trauma, which […]

IntroductionI have recently been engaged in a beautiful piece of work with The Book Trust who have partnered with Kinship and The National Association of Virtual Schools (NAVSH). This has involved carefully choosing specific books and then meeting lots of kinshp carers around the country, talking through the books and then gifting them! I know! […]

Children who have experienced complex trauma face unique challenges that require a thoughtful, compassionate and comprehensive approach to support. This time of year can be challenging; Christmas is overwhelming, opening presents under the glaring eyes of others is overwhelming, routines are disrupted and there may be a lot more humans in closer proximity than usually […]

There has been a rise in the number of children being assessed for ADHD across the UK and beyond. Such an increase in diagnosis of all SEND, not only ADHD, requires teachers to be increasingly aware of the support required for different needs within their classroom. What causes ADHD and how does ADHD impact behaviour?There […]

In our previous post we addressed what trauma informed training actually is. In this article we're looking at the impact of trauma informed training and its multifaceted nature highlighting that trauma informed training runs so much deeper than any short article could convey without writing 100,000s of words! But, here are some key benefits: 1. […]

In recent years, there has been a growing understanding of the impact of trauma upon a person’s well-being, behaviour and the opportunities they have to thrive in everyday life. As a result, there is an increasing demand for organisations, especially those in education, healthcare, and social services, to adopt trauma informed practices. Trauma Informed Consultancy […]

This post was inspired by an experience that our Director, Dr Lisa Cherry had when delivering training to staff working with people using alcohol. She explains, “quite openly, two people were having a conversation about someone who they had seen outside the building who was unhoused. They described him as a ‘hobo’ and went on […]

As parents and carers, we all know that the return to school after the summer holidays can be a stressful time for children. But the summer of 2024 has been anything but typical. With civil unrest in parts of the UK and some very distressing news coverage from around the world, many children may be […]

In today’s fast-paced and often stressful world, the mental health of students has never been more important. As educators, we are responsible not only for our students' academic growth but also for their emotional and psychological well-being. This is where the role of a Senior Mental Health Lead becomes indispensable and the reason why we […]

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 […]

As dedicated professionals, we can often forget about ourselves amidst the fast-paced, hectic day-to-day tasks. Here at Team TICS, we really hope that this summer, you can find an opportunity to take some time out to recharge and reflect. However, for those of us working in education, healthcare, social services, or any field involving trauma-informed […]

Reflective practice is a dynamic and essential component of trauma-informed care (Lilienfeld & Basterfield, 2020). It offers a deeper, more meaningful approach to understanding and improving care for trauma survivors. Reflective practice fosters an acute self-awareness among professionals, which is vital in trauma-informed care. By engaging in reflective practice, it is possible to identify emotional […]

Trauma Informed Consultancy Services (TICS) are delighted to share their brand new "Practising as a Trauma Informed Senior Mental Health Lead" training. Overseen by Dr Lisa Cherry, this program conjures up all of the wonderful work around Trauma Informed Practice that means so much to us all at TICS. A real treat for those who […]

Language is not merely a medium for communication; it shapes our interactions, influences perceptions, and sets the tone for the environments we create. In the delicate realm of trauma and healing, our choice of words becomes profoundly impactful (Cullen et al., 2023). This blog explores how trauma-informed language can both mend and strengthen individuals who […]

On a recent lunchtime webinar on ‘An Introduction to Trauma Therapies’ with TICS Associate, Jessica Parker, an interesting question was asked about whether there was a connection between chronic pain, fatigue, and trauma. In response to this question, we have created this blog, which we hope helps to unravel some of the complex connections. Chronic […]

Changing the language across the helping professions, human services and education is essential to changing the culture; the language we use and the way we use it expresses and creates the world we’re each living in.  Understanding what underpins the direction of travel we wish to go in, are the trauma informed principles of safety, […]

Today's post is from our Director Dr Lisa Cherry I talk a lot about belonging being an antidote to trauma, a phrase underpinned by my research on care experienced adults who were also excluded from school and how they made sense of belonging. We have a human need to belong and will search for it […]

More generally, the emphasis on mental health in the workplace and society is growing. Never has it been a better time to embrace trauma-informed leadership as this way of leading which acknowledges the extensive impact of trauma on individuals’ lives (Bloom, 2023). The aim is simple…let’s make a concerted effort to create a supporting working […]

Recovering from trauma is a deeply personal journey, one that varies greatly from person to person. Trauma can disrupt our lives in profound ways, affecting our mental, emotional, and physical well-being. It can undermine our sense of safety, causing feelings of helplessness and vulnerability. Recognising the multifaceted impact of trauma is a crucial first step […]

Many adults who we have spoken to about what might have helped them as a child, have shared the following suggestions with us and we thought they might help you too. Shift the Focus The first is to shift our focus toward offering reassurance and instilling hope instead of repeatedly delving into the details of […]

After the loss of a parent, children may feel powerless and out of control (Baker, 2020). Providing children with choices in their day-to-day activities and in their broader healing process can help to restore a sense of autonomy. Even small choices can make a significant difference, allowing children to feel that they have a say […]

Working in professions that involve supporting individuals who have experienced trauma can take a toll on our mental health. Vicarious trauma is a real concern for those in these fields, and it's crucial to prioritise self-care. In this blog post, we'll explore three valuable tips from our associates here at TICS (Trauma Informed Consultancy Services) […]

What is a Forest School? Forest School is a concept first established in Denmark in the 19th century, it came to the UK in the 1990s and is now an established part of many schools’ curriculum. Its roots reach back to the open-air culture, friluftsliv (a love of being in nature without disturbing it). Fundamentally, […]

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In 2019, as a teacher who had predominantly taught Key Stage 2 and 3 classes, Sophie Tales’s experience of the Early Years Foundation Stage (EYFS) was minimal. In fact, her naïve and uneducated pre-conceived view of the first year of a child’s education was that all children did in EYFS was play without assessment or […]

In our professional roles, we frequently encounter children who have been exposed to domestic abuse. This blog aims to provide a succinct overview to understanding of trauma-informed practices, a vital approach in supporting these young individuals. By acknowledging and addressing the unique needs of children who have witnessed or experienced domestic abuse, we can pave […]

Unlike other helping professions, clinical supervision as a professional practice is not something traditionally familiar to education professionals. (Alila et al. 2016, Roberts 2017). Unfortunately, the prevailing culture within education can often be one of performance management and accountability. There is increasing acknowledgment and awareness however, that staff working in education settings also require and […]

Children’s responses to traumatic events vary. For some, the ‘fight or flight’ response is activated and they become hyper aroused (demonstrated through hypervigilance, anxiety and panic). For others, fighting or fleeing is not possible so the child ‘freezes’ and uses avoidant ‘fleeing’ mechanisms that are dissociative. Examples of a dissociative state include a distorted sense […]

The festive period, traditionally a time associated with warmth, joy, and familial togetherness, are paradoxically not universally marked by merriment. For a significant number of people, this time of year embodies a complex tapestry of emotions, where the societal norm of being “jolly and bright” can collide with personal struggles, accentuating the delicate nature of […]

Sanctions and Exclusions Cannot Build A School Culture of Values, Trust and Positive Behaviours  The anticipated webinar held on 13th November 2023 led by Tom Bennett, Lead Behaviour Advisor OBE , on “Behaviour in Schools” left many questioning why the “new guidance” failed to offer any new evidence-based practices or real solutions to curb the […]

There are times that there can be a sense of incongruence when we’re working in an organisation that considers itself to be on the continuing journey to becoming trauma informed yet the team just isn’t working well together at all. We explored this incongruence in this week’s webinar which saw our Director, Lisa Cherry, in […]

Staring out of the window on an Autumn day, it dawned on me that as humans, we rarely adjust to the season of Autumn as we approach the darkness of winter. As the trees prepare for releasing what no longer serves them in preparation for rest and replenishment, we are called to do the same.  […]

Can you recall a time when you've arrived at work or walked into a meeting or social event and no one acknowledged you or tried to make a connection with you? How did it feel? Did you feel welcomed, or valued, or like you belonged? Did you feel like you mattered? Did you feel motivated […]

The significance of parental mental health in a child's development cannot be overstated. As schools strive to provide the best learning environment for students, they must also acknowledge and support the well-being of parents (Goldberg et al., 2019). When parents are mentally healthy and resilient, they can better fulfil their roles as caregivers and educators. […]

IntroductionIn a world often marred by misunderstanding, intolerance and polarisation, there exists a profound antidote that has the potential to bridge divides, heal wounds and foster connection: compassionate curiosity (Pyles, 2020). This powerful combination of empathy and an inquisitive mindset allows us to approach others and their perspectives with an open heart and a desire […]

In children's services, where the well-being and development of young minds are atthe forefront, it is crucial to establish psychological safety as a cornerstone (Gilroy,2023). A psychologically safe working environment not only nurtures the growth of children but also empowers professionals to provide their best care and support. In this blog, we will explore how […]

Children are like icebergs, with their true essence hidden beneath the surface (Downey & Crummy, 2019). While their behaviour may give us a glimpse into their world, it is crucial to remember that there's often much more to their story than meets the eye. In this blog, we will explore the reasons why we should […]

Trauma is a pervasive and complex issue that affects millions of individuals worldwide (Magruder et al., 2017). It can leave deep emotional scars that impact every aspect of a person's life. Trauma can be the result of various experiences, including physical or emotional abuse, accidents, natural disasters, or even the loss of a loved one […]

Introduction Recently, there has been growing recognition of the intricate connections between eating disorders, trauma, and neurodivergence. While these are distinct areas of study, understanding the relationship between them can provide valuable insights into the complexities of mental health. TICS associate Jessica Parker says, “it is so refreshing to see more research activity delving into […]

Introduction The intersection between eating disorders, trauma, and neurodivergence creates a unique set of challenges for individuals, necessitating a thoughtful and practical approach to support. In this blog post, we will delve into the practical steps we can take to better understand and assist those navigating these complex experiences. By fostering empathy, awareness, and tailored […]

Circles Times are common in many primary classrooms, but their real magic lies in using them to develop social and emotional literacy as part of a strategic relational whole school approach. Using a Circle to focus on a specific behaviour, value, emotion, experience or need or to model emotional articulacy, unpicking emotions and feelings, and […]

This week at TICs we are delighted to mark Carer’s Week 2023 – an event that celebrates and supports unpaid carers throughout the UK. A carer is anyone, including children and adults who looks after a family member, partner or friend who needs help because of their illness, frailty, disability, a mental health problem or […]

The global pandemic was a momentous time for everybody, whether you experienced loss, illness or isolation. A monumental moment in history for so many. For those of school age and over, children who were in education settings will remember masks, limited socialisation, the physical distance between one another, ‘bubbles,’ a lot of screen time learning […]

Continuing the theme of supporting the relationship between education settings and parents & carers, TICS Associate Cat Jolleys shares some good practice ideas, reminding us that often it is the school that can be hard to reach, not the family! "At my school, a large, diverse inner city Manchester primary with high numbers of asylum […]

As we contextualise the landscape that we are now working in, it is no surprise to those working in education that education settings are having to rethink so much of what they do and have done in the past. Every inquiry we receive here at TICS describes the same challenges; a rise in pupils on […]

Annual trends, according to the Department for Education’s Research Report (February 2023), indicate that subjective happiness and life satisfaction for children and young people appear to have recovered to pre-pandemic levels. However, if you delve in more deeply, there appears to be many areas that have worsened for this demographic. For example, loneliness, mental health, […]

Back in 2020, our Director Lisa Cherry wrote a blog detailing the ways in which she believed people were experiencing challenges and given opportunities by the pandemic asking “What is the Opportunity for Education Post Pandemic?”  Three years on, we ask her to reflect on these areas and give an insight into the developments of each. […]

Poverty is debilitating and complex and has deep roots throughout society, culturally and historically and presents itself in multiple ways. The living reality of poverty means that when you don’t have enough money for basics such as food and heating, it is the first thing you think about when you open your eyes and the […]

At TICS, we are asked a lot about how children and young people can be supported back into school when they no longer feel safe in that environment. There are a number of terms used to describe that point where a child no longer feels safe in the school and each of them somewhat unhelpfully […]

As described by David Emerson and Elisabeth Hopper in their book “Overcoming Trauma Through Yoga” Human beings are tender creatures - we are born with our hearts open. Sometimes our open hearts encounter experiences that shatter us. Sometimes we encounter experiences that so violate our sense of safety, order, predictability and rights, that we feel […]

Underpinning Trauma Informed principles into your setting, service or system is now more important than ever. A trauma-informed approach can support children, young people, families and those working in the settings that support them, dealing with the impact of the areas highlighted in the report above.

Writing has long been used to satisfy the call to heal from emotional distress, to understand more of our internal workings and to share what we have learnt in the process of experiencing something we have struggled with or found traumatic. I first learned of this wonderful healing ability in its full entirety as I […]