Empathy in Education: How Ochil Tower School Embraces a Trauma-Informed Approach
The need for trauma-informed schools in Scotland is becoming increasingly clear. Over two-thirds of children in Scotland experience at least one Adverse Childhood Experience (ACE) by age eight (Scottish Health Survey, 2019).
Research also shows that trauma experience is higher among children and young people with learning difficulties and disabilities.
Without the right support, trauma can have a long-lasting, negative effect on a young person’s life. Choosing a trauma-informed school for your child can set them on the path to healing and thriving both now and in the future.
In this article, we’ll explore what trauma is, how it affects young people with additional support needs, and how a trauma-informed school can support your child
What is trauma?
Trauma is the lasting emotional, psychological, or sometimes physical response to a distressing event, or series of events. In children, they are often referred to as Adverse Childhood Experiences (ACEs).
A common mistake is to think of trauma as something “big.” This is a dangerous misconception because it can lead us to dismiss trauma without properly processing or healing from it. When left unresolved, these experiences can remain in our bodies and cause both physical and psychological harm.
So here is another definition of trauma which highlights how widespread it is and supports the understanding that many of us—and many children—have experienced it at some point in life:
Trauma is not the event itself, but the emotional response to a painful event, where no one was there to help you with what was happening at the time.
At Ochil Tower School, we work with this definition because it reminds us that trauma must not be overlooked. By recognising it, we create the opportunity for it to be acknowledged and healed, rather than left unnoticed and unaddressed.
Trauma can have a huge impact on a young person’s ability to cope day to day. Children impacted by trauma are likely to experience some or all of the following challenges:
- Mental health conditions, such as depression and anxiety
- Behavioural issues
- Difficulty controlling emotions
- Poor self-esteem
- Difficulty trusting others and maintaining healthy relationships.
How trauma affects learning and development
Without the right support, trauma can significantly disrupt a child’s learning and ability to make progress. It often replaces social engagement with defensive behaviors, affecting relationships and learning capacity.
If a child has experienced trauma, the following issues might show up in the classroom:
- Difficulty focusing, retaining information, or following instructions
- Withdrawal or disruptive behaviour
- Difficulty forming healthy relationships with teachers and/or classmates
- Poor school attendance
What is a trauma-informed school?
A trauma-informed school not only actively helps pupils heal from trauma, but also creates a safe, positive environment that minimises the risk of adding to the child’s traumatic experiences. This requires a whole school approach, with a focus on pupil wellbeing at its core.
A tailored approach to teaching and learning is a key feature of trauma-informed education. Staff take the time and care needed to understand a child’s past, how it impacts them now, and how best to meet their everyday needs.
At Ochil Tower School, we know that repeated positive experiences, such as nurturing interactions and consistent care, can rewire the brain. Over time, these experiences create new neural pathways that promote safety, trust, and connection, laying the foundation for healing and improved well-being.
Ochil Tower School Training and Development Manager, Anna Gray, has been working closely with Trauma Informed Schools & Communities UK to deepen the school’s understanding and practice of trauma-informed approaches. Anna has recently completed her Level 5 Diploma in Trauma and Mental Health Informed Schools and Communities, further strengthening her expertise in supporting the emotional well-being and resilience of children and young people.
Commenting on her work and the training she is rolling out to all colleagues at the school, Anna said, “When it comes to behavioural issues, we lean on a trauma-informed approach and look beyond the behaviour. The focus shifts from “What’s wrong with you?” to “What happened to you?”, prioritising compassion and respect over discipline at all times. As trauma-informed practitioners, we understand the importance of connection before correction.”
Over the past year, we have been further developing our understanding of trauma-informed practice as part of our ambition to become a Trauma and Mental health-informed school. Our Senior Leads have undertaken training with Trauma Informed Schools UK, and our colleagues from care, education, and support departments have received extensive training. Our continued commitment to trauma-informed practice ensures we grow as a community that recognises, responds to, and supports the needs of every individual.
