University evaluation supports roll out of educational approach focused on childhood trauma

A pilot project to reduce the impacts of trauma on children and young people has been shown to deliver significant benefits for pupils and staff at a Hull primary school, according to a University of Hull evaluation.

The HU9 Pilot, funded by the Office of the Police and Crime Commissioner (OPCC), worked with teaching staff from Oldfleet Primary School, part of Thrive Co-operative Learning Trust and therapeutic provider Time to Listen.

Staff from the school received training and support to better meet the emotional and wellbeing needs of pupils, recognising that children may be exposed to a range of traumatic experiences including bereavement, mental health issues, abuse, substance misuse, domestic abuse and the impacts of poverty.

The three-year evaluation found increased levels of collaboration and compassion amongst staff, a shared sense of responsibility across the school and greater confidence that teachers could bring about positive change, factors which reduce burnout and feelings of being overwhelmed and contribute to a strong and stable workforce.

The OPCC for Humberside has now confirmed plans to roll out the approach in further schools across the region based on the research team’s recommendations.

Police and Crime Commissioner for Humberside Jonathan Evison said: “The evaluation team at the University of Hull has produced an insightful report that identifies the first green shoots of progress toward trauma-informed schools. We’re not interested in short-term or tick-the-box interventions. We want to create sustainable, long-term positive change with a trauma-informed approach to help prevent children and young people from experiencing violence.”

The OPCC, working with the wider Violence Prevention Partnership, funded the work as part of their public health approach to domestic abuse.

To assess the effectiveness of the initiative, the University of Hull was commissioned to evaluate the pilot training package with a particular focus on how the model could be scaled up.

Dr Victoria Burton, who led the evaluation with colleagues Dr Helen Gibson and Sarah Donkin said: “This has been a fantastic, collaborative project.

“Our evaluation suggests that when trauma-informed approaches are done well and safely, there are benefits for children and staff, with improved understandings of trauma, alongside enhanced support and compassion for children. Evidence also suggested that staff were better equipped to deal with the impact of trauma that they experience themselves which can help to protect against burnout.”

A trauma-informed approach to education recognises the likely impact of traumatic experiences on child development and behaviour. It seeks to respond sensitively while making sure school systems and practices do not retraumatise children. The findings from the HU9 Pilot offer unique insights into the support that educational staff can offer young people and the impact of dealing with trauma.

The evaluation is available here.