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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
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.

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