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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. 
    Settings
    Resource form
    Number of participants who worked with the project
    N/A
    Learners
    2-5
    Organisations
    N/A
    Staff
    Name(s) of authors

    Joy Tytherleigh,  Louise Ward - Weston College 
    Name of associate programmes

    OTLA
    Summary

    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.
    Resource Type: How to - Teaching, learning and assessment, Learning material, How to - CPD, Training material, Case study
    Web links for this resource: