A qualitative investigation of special educational needs student, staff and caregivers’ perceptions of trauma-informed education
Bibliographic Data
| ID | 22422127 |
|---|---|
| Authors | Reilly Bromfield (0009-0004-0524-9515, London South Bank University, corresponding author), Patrick Callaghan (0000-0003-3175-5361, London South Bank University), Andrea Tyler (0000-0003-1210-8476, London South Bank University) |
| Year | 2026 |
| Pages | 1-18 |
| Publication date | 2026-06-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2026.2693572 |
| OpenAlex | W7166003598 |
| Language | EN |
| References cited | 27 |
Trauma-informed approaches are increasing in educational settings, yet experiential evidence from those most affected remains limited. This study explored how secondary Special Educational Needs (SEN) students, staff, and caregivers experience a whole-school trauma-informed approach. Trauma-informed approach refers to educational practises that prioritise safety, relational support and responsiveness to experiences of trauma. A cross-sectional qualitative cohort design was employed in a London-based SEN secondary school implementing a trauma-informed model. Single-episode, semi-structured interviews with students, staff, and caregivers were recorded, transcribed, and analysed using Reflexive Thematic Analysis. Three themes were generated: ‘A Culture of Emotional Openness’, ‘Dismantling Ingrained Beliefs’, and ‘Enduring Systemic Strain’, alongside six subthemes. Findings indicated positive changes in emotional regulation, engagement with learning, and trust in educational institutions for SEN students with associated reductions in caregiver stress and increased staff fulfilment. However, engagement in the approach created emotional and physical demands for staff, underscoring the complexity of relationally intensive practice. These findings contribute rare, experience-based evidence from key stakeholders and illustrate both the potential benefits and limitations of trauma-informed approaches in SEN education. The study provides insight for educators, policymakers, and health professionals, emphasising the need for careful implementation, sustained support, and continued research that centres those disproportionately affected.
Educational leadership · Experiential learning · Perception · Qualitative research · Reflexivity · Special Educational Needs · Thematic analysis · Child Abuse and Trauma · Disability Rights and Representation · Posttraumatic Stress Disorder Research
Essentials of thematic analysis.
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A Critical Look At Trauma-Informed Care Among Agencies and Systems Serving Maltreated Youth and Their Families
Effects of trauma‐informed approaches in schools
Thematic Analysis
Relationship building strategies within trauma informed frameworks in educational settings
Vicarious Post-traumatic Growth in Professionals Exposed to Traumatogenic Material
The Epidemiology of Trauma, PTSD, and Other Posttrauma Disorders
Family Socioeconomic Status and Exposure to Childhood Trauma
Understanding staff- and system-level contextual factors relevant to trauma-informed care implementation
Trauma-informed programs in Australian schools
The Experiences of Staff Working With Refugees and Asylum Seekers in the United Kingdom
| Highly cited | No |
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