Trauma Informed Approaches in Primary Schools: A Qualitative Exploration of Staff Understandings, Perceptions, and Experiences of Their Implementation

Shapiro, Charlotte (2025) Trauma Informed Approaches in Primary Schools: A Qualitative Exploration of Staff Understandings, Perceptions, and Experiences of Their Implementation. Doctoral thesis, University of East Anglia.

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Abstract

To support children and young people who have been exposed to adversity or trauma, schools are increasingly adopting trauma informed approaches. However, there is currently a lack of research investigating how such approaches are implemented and experienced within educational settings. This exploratory qualitative study therefore explored the perspectives and experiences of primary school staff that have received whole-school trauma informed professional development training. Semi-structured interviews were conducted with seven staff members, focusing on perceived changes in practice, factors that have supported or hindered implementation, and their perceptions of the outcomes of trauma informed approaches. Their responses were then analysed using reflexive thematic analysis. Participants generally viewed trauma informed approaches positively and perceived them to be embedded within their day-to-day work through the application of more relational and reflective practices tailored to individual pupils’ needs. These practices were perceived to improve pupils’ behaviour, self-regulation and academic engagement, as well as contribute to improvements in overall school climate. However, many participants reported inconsistencies in practice amongst staff in their setting, with some colleagues not consistently applying trauma informed practices. Challenges to implementation included, but were not limited to, competing priorities, time constraints, staffing and training gaps and variability in individual attitudes and beliefs. In contrast, a number of factors, such as support from senior leadership, peer support, and the presence of a trauma informed ethos and culture, were perceived to facilitate implementation. These findings are presented in relation to existing literature, alongside implications for EP practice and potential directions for future research.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	24 Jun 2026 09:32
Last Modified:	24 Jun 2026 09:32
URI:	https://ueaeprints.uea.ac.uk/id/eprint/103482
DOI:

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