Supporting Every Child: How Trauma-Informed Schooling Makes a Difference

By Natalie Scira, Play Therapist at Playroom Therapy

With my own experience in education, I’ve seen a growing awareness around how we support children from trauma backgrounds, particularly when it comes to understanding and responding to behaviour. But what does that actually mean in practice? Below I’m sharing ways that can help create a more trauma-informed learning environment. While these approaches are especially important for children who’ve experienced trauma, they benefit all children.

Start with Safety

In a trauma-informed classroom, the first goal is always safety, not just physical, but emotional and relational. For children who’ve experienced trauma, their nervous systems are often tuned to watch for threats. This means even small changes or surprises can feel overwhelming. Creating safety starts with predictability. A consistent routine, a calm environment, and gentle transitions can help a child feel more secure. Something as simple as giving a heads-up before packing up or moving to a new activity can make a big difference. Visual schedules on the wall also give children a way to orient themselves and feel more in control of their day.

Understand the Need Behind the Behaviour

In trauma-informed practice, we try to look past the behaviour to understand what’s driving it. A child who is refusing to follow instructions or becoming dysregulated isn’t being “difficult”. They may be doing their best to feel safe in a world that doesn’t always feel that way, and what looks like defiance might be a survival response. When we view behaviour through a trauma-informed lens, we shift from asking “What’s wrong with you?” to “What’s happened to you?” or even more helpfully: “What do you need right now?”

Give Children a Sense of Control

Trauma often involves a deep sense of powerlessness. In the classroom, giving children small, meaningful choices helps restore a sense of agency. These don’t have to be big decisions. They can be as simple as choosing which book to read first or where to sit for a task. Even limited choices can help children feel respected and supported. It also reduces the likelihood of power struggles, because you’re offering control in a safe and contained way.

Support Big Feelings with Connection

When a child’s emotions are running high, it’s not the time to reason or redirect. In those moments, children need us to be a steady presence. They need co-regulation, a way to “borrow our calm.” Rather than telling a child to calm down, we can model it. Take slow breaths, speak gently, offer a sensory tool or a soft place to sit. Stay nearby and let them know you’re with them. Once they feel safe again, then you can gently guide them back to the task at hand.

Use Limits to Create Safety, Not Control

Being trauma-informed doesn’t mean we remove boundaries. In fact, clear and consistent limits can be very reassuring to a child who has experienced chaos or unpredictability. The key is to set limits in a way that feels safe, respectful, and grounded in relationship. When limits are consistent and logical, children know what to expect, and that helps them feel more secure. We’re not trying to control the child, we’re helping them navigate the world in a way that feels safe and supported.

Play Therapy and Training at Playroom Therapy

Trauma-informed practice isn’t a checklist. It’s a way of seeing and relating, and a commitment to meeting children where they are, with warmth, patience and care. The changes may be subtle, but the impact can be powerful. If you’re interested in learning more about trauma-informed approaches at home or at school, or would like to book training for your team, we’d love to support you. 

Interested in trauma informed schooling? Let’s Connect.

Get in touch with our friendly team at Playroom Therapy today.