A growing body of research shows that using Trauma-Informed Practice in classrooms can result in lower discipline referrals, improvements in behaviour, social competence and academic achievement among students.
Importantly, creating trauma-informed learning environments can also support students to heal from trauma. Additionally, teachers themselves have expressed an increase in knowledge and confidence working with all students after participating in trauma informed practice training.
Perri Broadbent-Hogan, the director of Cor Effect, says education systems that leverage this critical approach promote regulation for both staff and students – an essential tool for schools that want to maximise everyone’s capacity and ensure their learning environments are nurturing and safe.
“While many trauma-informed programs offer a set program that is not adapted to different contexts, and this is something we do very differently,” Broadbent-Hogan told The Educator.
“We target each of our training days to meet the needs, challenges, strengths and growth areas of each school we partner with.”
Our other key difference, says Broadbent-Hogan, is that Cor Effect’s training facilitators work in schools and have experience in school leadership.
“We know what it’s like to respond to challenging behaviour, we know what it’s like to lead a trauma-informed environment, and we understand firsthand the daily challenges of a school.”
Sharing a case study, Broadbent-Hogan explained how a large government partner school in a significantly disadvantaged area saw a marked turnaround as a result of using Cor Effect’s programs.
“We have delivered training to staff and co-designed a social emotional learning program for year 8 students, who had the highest rate of behaviour referrals in the school,” he said.
“Since completing the program, 95% of participating students can identify strategies to regulate, and can verbalise this when feeling angry to year level leaders supporting them.”
Broadbent-Hogan said the organisation’s training has equipped staff to provide trauma-informed responses to these young people, and work alongside them to improve their capacity at school.
Looking ahead, Broadbent-Hogan said Cor Effect is “ready and excited” to support schools to embark on their trauma-informed journey.
“We continue to bring on more facilitators as demand increases, and we see more schools interested in a trauma-informed approach,” he said. “We would love the opportunity to meet with schools, learn about their context, and work together to deliver a targeted training program.”
Noting that Cor Effect is now taking bookings for 2025, Broadbent-Hogan encouraged schools to reach out if they would like to learn more about the work the organisation is doing, or talk about how they can best support their school community.
“You can book in for a free no-obligation coaching consult on our website.”
References
Berger, E., (2019). Multi-tiered Approaches to Trauma-Informed Care in Schools: A Systematic Review. School Mental Health, 11(4), 650-664.
Gherardi, S., S., Flinn, R. E., & Jaure, V. B. (2020). Trauma-Sensitive Schools and Social Justice: A Critical Analysis. The Urban Review, 52(3), 482-504.
Jacobson, M. R. (2021). An exploratory analysis of the necessity and utility of trauma-informed practices in education. Preventing School Failure: Alternative Education for Children and Youth, 65(2), 124-134.
Martin, S. L., Ashley, O. S., White, L., Axelson, S., Clark, M., & Burrus, B. (2017). Incorporating Trauma- Informed Care Into School-Based Programs. Journal of School Health, 87(12), 958-967.