You are here
Becoming trauma informed: Developing education practice in offender learning — Weston College
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.
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.
OTLA
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.