Education - Without Trauma-Informed Practice Is Exclusion..Right?

Imagine a child in a wheelchair arriving at school, only to find there is no ramp. They can see the classroom, they want to learn, but the system hasn’t accounted for their needs. They are excluded not because they lack ability, but because the environment wasn’t built for them.

Now imagine a child who has experienced trauma, growing up in the care system. Their brain has developed in survival mode, making emotional regulation, concentration, and relationships more challenging. They walk into the classroom, but the teaching approach doesn’t consider the impact of their experiences. They are expected to sit still, listen, regulate their emotions, and complete work without the right support.

This is no different from not providing a ramp.

The Impact of Trauma on Learning

When a child has experienced trauma, their brain development is affected. The parts of the brain responsible for emotional regulation, memory, and impulse control can be underdeveloped. This isn’t a choice, it's a survival response to an unpredictable world.

Expecting a child who has lived in constant stress and uncertainty to sit and learn without additional support is like expecting a child in a wheelchair to climb stairs.

Yet, the education system rarely makes accommodations for this. Schools have strategies for dyslexia, autism, and physical disabilities, but trauma and attachment needs remain overlooked. Care-experienced children are often labeled as disruptive, inattentive, or aggressive when, in reality, they are dysregulated. Instead of being met with understanding, they face exclusion, detentions, and even permanent school removals 

What Schools Can Do to Become Trauma-Inclusive

A truly inclusive education system means every child, regardless of their background, has access to learning in a way that meets their needs. To support care-experienced children, schools must:

1. Provide Trauma-Informed Training for Staff

Teachers need to understand how trauma impacts brain development, behavior, and emotional regulation. Without this knowledge, children are misunderstood and punished instead of supported. Training should cover attachment theory, emotional regulation strategies, and how to create safe, trusting relationships in the classroom.

2. Rethink Behaviour Policies

Zero-tolerance approaches do not work for children with trauma. Instead, schools should implement relational and restorative practices, focusing on co-regulation rather than punishment. A child who lashes out isn’t being naughty; they are overwhelmed and need guidance, not exclusion.

3. Create Emotional Regulation Spaces

Instead of isolation rooms or detentions, schools should have calm, sensory-friendly spaces where children can self-regulate. Simple changes like quiet areas, movement breaks, and access to supportive adults can make a significant difference.

4. Foster a Culture of Belonging

Many care-experienced children struggle with identity and feeling different. Schools should celebrate diversity, challenge stigma, and ensure every child feels seen and valued. Small things like understanding why Mother’s Day might be difficult or why family-tree assignments can be distressing help create an environment of acceptance.

5. Work in Partnership with Social Workers and Caregivers

Education shouldn’t exist in isolation. Schools need to collaborate with foster carers, social workers, and mental health professionals to build a network of support around the child. Regular check-ins and shared strategies can prevent crises before they happen.

Inclusion Is a Right, Not an Option

If a school refused to build a wheelchair ramp, it would be seen as discrimination. Yet, every day, care-experienced children face emotional and psychological barriers to education that go unaddressed. It’s time for schools to recognise that trauma affects learning just as much as physical disabilities do.

Trauma-informed education isn’t about lowering expectations, it's about removing barriers. When we create environments where all children can succeed, we don’t just change their school experience, we change their future.

It's time for education to build the ramp.