Key messages from the research

Overall, school staff perceived training to have had a positive impact on their schools in a range of ways, including a positive impact on pupil wellbeing and relationships, engagement and learning. 

Attachment and trauma awareness training is not a ‘quick fix’ – Incorporating attachment and trauma awareness into a school’s ethos is an ongoing process rather than a one-off event and change is gradual.

"He's now blossoming. His approach to school and learning - I wrote with him the other day and he was keen."

“It has to be evolution rather than revolution. Just as we’ve got to try and bring these kids along slowly, you have to bring members of staff along very slowly.”

A whole-school approach promotes consistency of practice and can seed a school-wide ethos around attachment and trauma awareness.

All schools should expect to face challenges along the way such as the logistics of training all staff; engaging resistant or reluctant staff members; and introducing new practice when schools face competing priorities and demands.

"Not an intervention for half a dozen children, its actually how we can be inclusive in how we support all of our children."

“…possibly because of a lack of awareness, that [staff] weren’t here for that training… you are always going to get the odd one that isn’t totally flexible and adaptable.”

Read more about the findings in our series of working papers