For educators, professionals working with young people and throughout society in general, understanding trauma and its long-lasting impact has never been more vital.
The terms trauma-informed and trauma-aware have become increasingly common but what do they actually mean?
To be trauma-informed means recognising how experiences of adversity during childhood or any stage of life can affect a person’s development, behaviour and ability to learn.
More than that, it means responding with empathy, care, and an understanding that emotional safety is essential before academic or personal growth can occur. This is an approach that can be taken with children, adolescents and adults.
What Is Trauma?
Trauma refers to the emotional response to a deeply distressing or disturbing experience. While trauma can result from major one-off events like a serious accident, natural disaster or violent incident it is often caused by ongoing, repeated exposure to stress, especially in childhood.
Dr Judith Butler, a leading voice in trauma-sensitive education, who gave a webinar on trauma-informed practice at Portobello Institute clarifies this in simple terms:
“The word trauma can be quite misleading… what I am talking about with trauma I am referring to toxic stress… prolonged stress, it’s when you don’t have somebody there to buffer the impact or someone who makes you feel safe.”
This kind of toxic stress occurs when a child or young person faces continuous hardship without the support of a stable, caring adult. Unlike typical stress, which can be managed and recovered from, toxic stress disrupts healthy brain development and emotional regulation.
What Are Adverse Childhood Experiences (ACEs)?
Adverse Childhood Experiences (ACEs) are potentially traumatic events that occur before the age of 18. These include:
- Abuse (physical, emotional, or sexual)
- Neglect (physical or emotional)
- Household dysfunction, such as:
- Witnessing domestic violence
- Living with a parent who has a mental illness or substance dependency
- Parental separation or divorce
- Incarcerated household members
- Extreme poverty or homelessness
Research shows that the more ACEs a person experiences, the greater the risk of negative health, educational, and social outcomes later in life—including anxiety, depression, academic struggles, and substance misuse.
As Dr Butler puts it: “Every day we have children who are coming with far more than just their lunch box in their bag.”
A Shift in Perspective
A trauma-informed or trauma-aware approach starts by shifting the way we see behaviour. Instead of asking, “What’s wrong with this person?”, we ask “What has happened to this person?”
This perspective, advocated by Dr Butler, replaces judgement with curiosity and compassion.
Behaviours such as withdrawal, aggression, anxiety, lateness or missed deadlines may be signs of deeper unresolved distress.
When we recognise this, we move from reacting to supporting.
Why Safety Comes Before Learning
A trauma-informed environment prioritises emotional and psychological safety. If a student does not feel safe, supported or accepted, their ability to concentrate, retain information, or participate can be severely compromised.
Dr Butler emphasises: “We want the child to internalise positive beliefs about themselves… That allows them to feel safe and if they feel safe in your classroom or in your setting they will excel. No learning will come before safety.”
This applies across all education levels—from early years to university.
The Power of One Good Adult
Strong, trusting relationships can act as a buffer against trauma. Dr Butler refers to this as the role of “one good adult”.
“When we talk about trauma-sensitive and relationship-based approaches… it comes down to the idea of every child having ‘one good adult’ to buffer the impact of stress in their lives.”
For example, for students at Portobello Institute this could be a tutor, mentor, advisor, or support staff member who listens without judgement and provides consistent, compassionate support.
Practical Ways To Be Trauma-Informed
Being trauma-informed in any environment means applying relational, evidence-informed practices that support emotional safety, build trust, and acknowledge the full humanity of every individual.
Portobello Institute’s course in Trauma-Informed Practice highlights several core approaches that can easily be adapted to the university context:
Foster Trusting Relationships
Relationships are the foundation of trauma-sensitive practice. Aim to develop genuine, respectful, and consistent connections with those in your care, showing that they are seen and valued.
Create Safe and Supportive Environments
This includes not just physical safety, but emotional and psychological safety. Use clear expectations, reliable routines, and a calm, respectful tone in all interactions. Reducing unpredictability helps minimise anxiety and promotes learning readiness.
Use Regulation over Control
Rather than managing behaviour through punishment or rigid control, trauma-informed approaches focus on helping students learn to regulate their emotions. Offer strategies for stress reduction, self-reflection, and calm responses, especially during high-pressure moments.
Recognise the Role of the Body and Nervous System
Trauma affects not just thoughts and emotions, but also the body’s stress response system. Incorporating movement, mindfulness, and body-based practices into support services and wellbeing offerings can help support a trauma-informed environment.
Respect Each Individual’s Unique Story
Trauma-aware practice is about listening without judgement. This means being aware of the diversity of human experiences, including cultural, social and historical contexts, and acknowledging how trauma can be experienced differently across communities.
Empower through Choice and Voice
Offering those in your environment choices about how they learn, how they’re assessed, and how they engage can help restore a sense of control often lost during traumatic experiences. Encourage agency, and ensure their voices are heard in shaping support services and academic practices.
Why Trauma-Informed Practice Matters
Trauma-informed practice isn’t just for classrooms it’s essential in all environments where children learn, grow, and interact.
From schools and early years settings to hospitals, sports clubs, youth organisations, and even the home, trauma-aware approaches help create safe, supportive spaces where children can flourish.
Many children and young people carry unseen burdens shaped by adverse experiences such as loss, abuse, neglect, poverty, or family instability.
These experiences can affect their ability to trust, regulate emotions, concentrate, and build healthy relationships.
Without proper understanding, their behaviours may be misread as “disruptive” or “defiant” rather than as signs of stress, fear, or unmet emotional needs.
By adopting trauma-sensitive practices across settings, we:
- Promote emotional safety by reducing triggers and offering stability
- Support behaviour through connection, not control or punishment
- Empower young people by giving them voice, choice, and a sense of agency
- Help children build resilience, confidence, and secure relationships
- Prevent long-term harm by recognising and addressing distress early
Whether you're a teacher, coach, nurse, social worker, youth leader, or parent, understanding trauma helps you respond more compassionately and effectively.
If you would like to learn more about this topic, visit our Certificate in Trauma Informed Practice course here.
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