A collaborative method of enquiry exploring the views of one secondary school’s journey enacting and embedding whole-school Trauma-Informed and Relational Approaches

Literature emphasises the importance of positive relationships in educational settings (Cramond, 2021; Bomber, 2011), particularly given the increase in mental health difficulties for students and staff (NHS, 2021; Young Minds, 2023; NASUWT, 2024) and increases in school attendance difficulties (Children’s Commissioner, 2023).
Trauma-informed and relational approaches (TIRA) offer an alternative culture and ethos for schools, recognised to improve staff and student wellbeing and academic achievement. However, literature recognises that more research is needed to understand how TIRAs are conceptualised in mainstream secondary schools. This research intends to contribute towards filling this gap.
Situated within a critical realist ontology, contextualist epistemology and relational paradigm, the research explores the views of staff and students within one mainstream secondary school (Spen Valley High School, SVHS) situated in the Yorkshire and Humber region, who have been embedding TIRAs over the past five years. The research explored what TIRAs look like, impacts of the approach and facilitators and barriers.
Two World Cafés (WC) took place, one with staff members and another with students. This process facilitated collaborative discussions, knowledge sharing and developed collective insights about TIRA at the case study school.
Through Reflexive Thematic Analysis (RTA), five themes were developed: ‘relational safety as the foundation of school life’, ‘A place where support and wellbeing are prioritised and sustained over time’, ‘A shared approach that fosters identity, belonging and fulfilment’, “We can’t pour from an empty cup” and ‘Systemic conditions that shape a TIRA ethos’.
The findings are critically discussed alongside existing literature. These key findings reflect how TIRAs have been conceptualised at SVHS and the impacts of this culture experienced by staff and students. The findings present key facilitators including emotional warmth and attunement from staff, co-constructed co-regulation and prioritising staff wellbeing and key barriers including the lack of time and systemic constraints.