Rewriting the script: A trauma-informed and therapeutic approach to behaviour in schools
- Louise Moon
- Jul 23
- 4 min read
In 2023/24, state schools in England recorded a staggering 954,952 suspensions—a 21% rise from the previous year. Permanent exclusions also increased by 16% to 10,885. These numbers are more than just statistics—they reflect a growing challenge in our schools. Behind each suspension is a child or young person who may be struggling with unmet emotional needs, trauma, or mental health difficulties.
This sharp rise in exclusions highlights an urgent need to rethink how we respond to behaviour in schools. Traditional policies that rely heavily on sanctions and control aren’t working for many of our learners. What’s needed is a shift towards a trauma-informed and therapeutic approach—one that sees behaviour as communication and focuses on emotional safety, regulation, and connection.
Viewing behaviour through a trauma-informed lens
A trauma-informed approach starts with empathy. Instead of asking “What have you done? We ask “what do you need right now?” This simple shift helps us understand that behaviour often stems from stress, fear, or past experiences—not defiance or disrespect.
At SEND Hub North West, alongside our partners at the Listening Tree, we support schools to embed these approaches into their everyday practice. Through training, consultancy, and ongoing support, we help staff understand the neuroscience behind behaviour and offer practical strategies to promote emotional regulation and co-regulation. Together, we help schools create environments where children feel safe, supported, and ready to learn.
Turning self-regulation from concept to reality
Some behaviour policies mention self-regulation—but for children and young people, especially those affected by trauma, it’s not something they can do on their own. They need adults who can guide them in the moment, helping them recognise what’s happening in their bodies and minds, and showing them how to calm and reset.
This means creating spaces and routines that support regulation. Think breathing exercises, sensory tools, movement breaks, or quiet zones. These aren’t rewards or privileges—they’re essential tools that help children move from their ‘survival brain’ back into a state where they can think clearly, manage emotions, and engage in learning.
Co-regulation over ‘managing’ behaviour
Instead of trying to ‘manage’ behaviour through consequences and control, we need to focus on co-regulation. This is the process where adults help children regulate by staying calm, connected, and present. It’s about responding with curiosity and compassion, not punishment.
That doesn’t mean letting go of boundaries—it means holding them with empathy. When we understand that behaviour is often a signal of distress, we can respond in ways that build trust and emotional resilience, rather than fear or shame.
Reflecting on your behaviour policy
If you’re reviewing your school’s behaviour policy, here are a few questions worth asking:
Does it reflect a trauma-informed perspective?
Does it promote emotional regulation and psychological safety?
Is there time and space built in for children to calm down and learn to regulate?
Does it acknowledge how the brain responds to stress and trauma?
Are staff supported to co-regulate and model healthy emotional responses?
If the answer to any of these is “not yet,” it might be time to revisit your approach.
Teaching emotional regulation
For a trauma-informed policy to work, it needs to be backed by a curriculum that teaches emotional literacy and regulation. Children should learn how their brains work, what emotions feel like, and how to manage them. This learning should be woven into the school day—not just saved for PSHE lessons.
Staff also need support. Adults who are stressed or overwhelmed can’t help children regulate. That’s why investing in staff well-being and reflective practice is a key part of this journey.
It’s a process—Let’s nurture it
Embedding a therapeutic approach isn’t a quick fix. It’s a cultural shift that takes time, patience, and reflection. Progress might be slow and sometimes messy—but it’s worth it. When we nurture the process, celebrate small wins, and stay committed to compassion, we create schools where every child feels safe and valued.
At the Listening Tree and SEND Hub North West, we’re here to walk alongside you. We offer training, resources, and support to help schools build emotionally safe environments where children and young people can thrive.
Final Thoughts
Revising behaviour policies through a trauma-informed lens isn’t just about changing the rules—it’s about changing the story. It’s about moving from control to connection, from punishment to understanding, and from compliance to compassion.
When we create spaces where children can learn to regulate with the help of trusted adults, we’re not just improving behaviour—we’re building emotional resilience for life.
Let’s rewrite the script—together.
If you’d like to keep up with what we’re doing, please follow us on Facebook, LinkedIn or visit listeningtree.org.uk.
📚 Recommended Reads
The Therapeutic School Approach: How to Embed Trauma-Informed, Attachment-Aware Practices to Improve Outcomes for All Children
Author: Shahana Knight
A practical guide for embedding trauma-informed and attachment-aware practices in schools, with real-life case studies and strategies for creating emotionally safe environments.
🌐 Key Websites & Downloadable Resources
UK Trauma Council – Sharing the Brain Story
A powerful resource using six metaphors to explain how trauma affects brain development, designed to support professionals working with children and families.
Trauma Informed Schools UK – Implementation Guidance
A practical handout offering strategies for embedding trauma and mental health-informed approaches across the whole school.
