Key reflections from Dr Asha Patel's TES SEND Show 2026 presentation: A Whole School Approach to Trauma-Informed Practice
How do we manage behaviour differently?
What interventions should we use?
How do we respond during challenging moments?
But according to Dr Asha Patel, trauma-informed practice is much bigger than behaviour management.
It's not a toolkit. It isn't a strategy. And it certainly isn't something we switch on only when a child is distressed.
One of the most powerful messages from the session was the reminder that trauma-informed practice changes how we see children.
Rather than focusing on fixing behaviour, we become curious about what the behaviour might be communicating.
Every response is viewed through a different lens:
The goal shifts from control to connection.
Not every child experiences trauma in the same way.
As Dr Patel explained, trauma is defined by the individual's experience rather than the event itself.
For some children, trauma may arise from a single significant incident.
For others, it may develop through prolonged experiences of fear, rejection, neglect, abandonment or instability.
Understanding this distinction is critical because it encourages professionals to avoid assumptions and respond with empathy and connection instead.
One of the key themes explored during the session was the role of the nervous system.
Trauma memories are also stored through sensory experiences such as sights, sounds, smells, touch and movement.
This means a classroom environment can unintentionally trigger feelings of threat even when no actual danger exists.
What feels safe to one child may feel overwhelming to another.
An interesting discussion focused on identifying cues of safety and cues of threat within school settings.
Many schools unintentionally create mixed messages.
Children are told they are safe, but may experience:
Trauma-informed and responsive schools deliberately increase cues of safety instead.
They create environments where children know what to expect, feel respected and experience connections with adults that help them to feel safe, seen, soothed and secure.
One of the most important lessons for educators is that it is unrealistic to expect children to self-regulate, especially if they have not had the experience of co-regulation from an adult.
Before children can develop self-regulation skills, they need experiences of co-regulation from calm, emotionally available adults.
This means the adults around the children need to:
When adults feel regulated, children have a greater opportunity to return to a state of safety.
Trauma-informed practice is not owned by a single department.
It should be reflected across the entire school.
Dr Patel highlighted several areas where schools can embed trauma-informed principles:
When these systems align, trauma-informed and responsive practice becomes part of the culture rather than a standalone initiative.
The session concluded with a powerful reflection on vicarious trauma.
Professionals working with vulnerable children witness distress, adversity and suffering every day.
As Rachel Naomi Remen famously stated:
"The expectation that we can be immersed in suffering and loss daily and not be touched by it is as unrealistic as being able to walk through water without getting wet."
Supporting children effectively requires supporting the adults who care for them.
This is why supervision, reflection, wellbeing and organisational support are essential parts of any trauma-informed approach.
The most effective trauma-informed schools are not defined by a single programme.
They are defined by their culture.
They understand that every interaction, policy, environment and relationship communicates either safety or threat.
And when schools consistently choose connection, feelings of safety and compassion, they create the conditions where children can truly heal, learn and thrive.
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