TY - THES
T1 - A Cross-Sectional, Qualitative Cohort Study Investigating Special Educational Needs Student, Staff and Caregiver Perceptions of a Trauma-Informed Approach to Secondary Education
AU - Bromfield, Reilly Jane
PY - 2025/9/10
Y1 - 2025/9/10
N2 - Background: The need for responding to trauma has previously and recurrently been evidenced by contemporary literature. Due to this, a global increase in the employment and investigation of trauma-informed approaches to education has recently emerged. Research to date highlights a scarcity of observation and experience-based stakeholder evidence, that examine populations outside of the US and who are disproportionately impacted by trauma. Aim: This project examined Special Educational Needs (SEN) student, staff and caregiver experiences and perceptions of a trauma-informed approach to education. Methods: A cross-sectional qualitative cohort study was undertaken at a London-based SEN High School that employs a schoolwide trauma-informed approach to education. Single episode semi-structured one-on-one interview data were collected from staff, student, and caregivers. Data were recorded, transcribed, and analysed using Reflexive Thematic Analysis. Results: Analysis produced three themes: ‘A Culture of Emotional Openness’; ‘Dismantling Ingrained Beliefs’; ‘Enduring Systemic Strain’. Six subsequent subthemes were generated. Conclusions: Broadly, impacts of the trauma informed approach were positive, with significant positive behavioural, emotional and academic outcomes among SEN students. The positive impacts on SEN students had reverberating positive impacts on caregivers and staff. This included reduced caregiver anxiety and stress and high job satisfaction for staff. However, findings highlighted engagement in the trauma-informed approach to have negative impacts on staff emotional and physical health. This included negative ramifications of vicarious trauma and ethical care dilemmas. Findings provide a powerful illustration to educators, policy makers and health professionals, of the experience-based implications, insights, and potential limitations of trauma-informed approaches to education.
AB - Background: The need for responding to trauma has previously and recurrently been evidenced by contemporary literature. Due to this, a global increase in the employment and investigation of trauma-informed approaches to education has recently emerged. Research to date highlights a scarcity of observation and experience-based stakeholder evidence, that examine populations outside of the US and who are disproportionately impacted by trauma. Aim: This project examined Special Educational Needs (SEN) student, staff and caregiver experiences and perceptions of a trauma-informed approach to education. Methods: A cross-sectional qualitative cohort study was undertaken at a London-based SEN High School that employs a schoolwide trauma-informed approach to education. Single episode semi-structured one-on-one interview data were collected from staff, student, and caregivers. Data were recorded, transcribed, and analysed using Reflexive Thematic Analysis. Results: Analysis produced three themes: ‘A Culture of Emotional Openness’; ‘Dismantling Ingrained Beliefs’; ‘Enduring Systemic Strain’. Six subsequent subthemes were generated. Conclusions: Broadly, impacts of the trauma informed approach were positive, with significant positive behavioural, emotional and academic outcomes among SEN students. The positive impacts on SEN students had reverberating positive impacts on caregivers and staff. This included reduced caregiver anxiety and stress and high job satisfaction for staff. However, findings highlighted engagement in the trauma-informed approach to have negative impacts on staff emotional and physical health. This included negative ramifications of vicarious trauma and ethical care dilemmas. Findings provide a powerful illustration to educators, policy makers and health professionals, of the experience-based implications, insights, and potential limitations of trauma-informed approaches to education.
M3 - Master's thesis
PB - London South Bank University
ER -