Why wasn’t I trained in trauma-informed approaches when I did my initial teacher training (ITT)?
This is one of the most common responses we receive when introducing Trauma Informed learning and development programmes to experienced ITT tutors. This reaction prompted mandatory training across all Initial Teacher Education (ITE) provision at the university, ensuring that more than 1,000 new teachers each year, across all age phases from 0–5 to post-16, receive initial training and certification, despite trauma-informed practice not being included within the compulsory Core Content Framework for ITT in England (Initial Teacher Training (ITT): Core Content Framework – GOV.UK).
In this session, I will share some of the theoretical and practical approaches used with trainee teachers, equipping them from the very start of their careers. This will include introducing key relational skills that help meet the relational needs of children and young people in the classroom; demonstrating how trainee teachers are taught the importance of social engagement in supporting learning and connection; and sharing a range of strategies for creating psychological safety in the classroom.
Alongside the importance of supporting children and young people to thrive through the presence of an emotionally available adult in school, a key priority is helping new teachers manage their own stress responses. This includes recognising the biology of stress and understanding the importance of , and strategies for, self-regulation within what can be a highly dysregulating environment.
At a time when teacher retention in the early years of the profession remains a significant challenge, supporting new teachers to thrive in the classroom is paramount. I will share our approach and the impact of this training on both trainee teachers and ITT tutors.