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Becoming trauma informed: Developing education practice in offender learning — Weston College

Principal focus of the project

The project focused on using a collaborative approach to improving teaching and to draw on existing good practice, alongside researching trauma-informed practices, to focus on quality improvements in teaching, learning, and assessment. 

Areas of learning
What is this about and what were the main findings?

Before training, 73% of teachers rated their understanding of trauma in education as ‘poor’. After the training, 45% rated their understanding as ‘excellent’ and 55% as ‘good’.  Most teachers (95%) now believe their ability to understand the early signs of stress and triggers in learners is either ‘good’ or ‘very good’. As a result of the project, teachers developed new strategies into their classrooms to positive responses from learners. 

Number of participants who worked with the project
Name(s) of authors

Joy Tytherleigh,  Louise Ward - Weston College 

Name of associate programmes



A case study of a project whose purpose was to investigate the impact of trauma on learners in order to support them and ensure they get the most from their learning experience.

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