An Exploration of Trauma-Informed Approaches in Primary Schools and the Role of the Educational Psychologist

With the increasing awareness of the prevalence and impact of trauma both nationally and internationally, there is a heightened focus on the school environment as an optimal setting for intervention, leading to an increased impetus on schools to adopt a trauma- informed approach (Chafouleas et al., 2016). Trauma-informed schools systemically realise and acknowledge the prevalence of trauma; recognise how singular and complex trauma can impact all stakeholders within the school system and respond through incorporating a comprehensive perspective on trauma that resists re-traumatisaton (Gubi et al., 2019; Substance Abuse and Mental Health Service Administration [SAMHSA], 2014). This study, underpinned by Bronfenbrenner’s systems theory explores school leaders’ experience of responding to trauma within the school environment along with the barriers and challenges that are encountered by the school system when responding to children impacted by trauma. Underpinned by a qualitative research design, this study involved interviews with fifteen school leaders, namely school principals, deputy principals, Special Educational Needs Co-ordinators (SENCOs) and Home School Community Liaisons (HSCLs), in thirteen primary schools. Using reflexive thematic analysis, the data highlighted that while there was awareness amongst school leaders of the prevalence and impact of trauma, knowledge and awareness amongst whole school staff was lacking. School leaders reported increased pressure in responding to the needs of children within their schools, particularly post the COVID-19 pandemic. The study highlighted the need for policy and a framework for practice to ensure effective implementation of a trauma-informed approach in schools. The role of the educational psychologist is identified as key in supporting schools in creating a trauma-informed approach at all levels of the school’s ecological system.