This paper investigates the elements of a “trauma informed classroom.” The origins of this approach lie in the developing understanding of Adverse Childhood Experiences (ACEs) and their significant life-long negative effects on development in all areas of life. The study takes a narrative topical approach drawing on established research on trauma impact, and the emerging studies on trauma informed approaches in education. Children and young people affected by traumas such as living with addiction, domestic violence or severe neglect are currently attending educational institutions. There are also young refugees, who are victims of state sponsored violence and brutality. These young people frequently struggle with concentration and may also have relational and behavioural difficulties. Logistical difficulties around attendance, resources, and PTSD type symptoms add to their burden and lead to dropping out or gaining a reputation as a troublemaker or incapable student. The foundation of the “trauma informed classroom” is an understanding by teachers of the daily circumstances of their pupils’ lives, and awareness of what trauma-based reactions and behaviours look like. The rituals and teaching methods of the classroom may be modified in response to the pupils’ needs, in consultation with them, and in a system of ongoing feedback. This work necessitates a collaborative team to support the teacher, and access relevant services. The aim of this paper is to explore the elements of a trauma informed classroom. The benefits and challenges for pupils and teachers will also be discussed.

Research has established the life-altering effects of living with domestic violence on young people. Traumatic experiences negatively impact their education, leisure activities, and social-emotional learning (SEL). The secrecy concerning domestic violence means young people suffer self-blame, shame, fear of disclosure and family separation. The researcher designed a 12-week multimedia programme, ‘up2talk’, to enhance the communications skills and emotional literacy of the participants. Parents and teenagers were fully informed of the aims and previously attended the family service hosting the programme. Domestic violence was identified as a core issue, without the expectation of personal disclosure. This approach enabled young people to voice and explore the effects of domestic violence on their lives. Participants developed the elements of the programme and a family worker co-facilitated the groups. The third-party approaches: ‘how would a teenager feel?’, artistic expression, assertiveness, debates and videoing drama increased SEL and generated discussion, while protecting privacy. Parents provided two interviews concerning their children, and teenagers provided three individual interviews and ongoing group reviews. A thematic analysis showed a reduction in shame and self-blame, enhanced self-esteem and self-efficacy, increased engagement in education and recreation and improved family relationships. Themes were triangulated by facilitators’ observations, interview data, artefacts, group reviews and parental feedback. All families were offered follow-up support. The effectiveness of the interactive group indicates opportunities for its development in educational and youth settings.