A qualitative investigation of special educational needs student, staff and caregivers’ perceptions of trauma-informed education

Trauma-informed approaches are increasing in educational settings, yet experiential evidence from those most affected remains limited. This study explored how secondary Special Educational Needs (SEN) students, staff, and caregivers experience a whole-school trauma-informed approach. Trauma-informed approach refers to educational practises that prioritise safety, relational support and responsiveness to experiences of trauma. A cross-sectional qualitative cohort design was employed in a London-based SEN secondary school implementing a trauma-informed model. Single-episode, semi-structured interviews with students, staff, and caregivers were recorded, transcribed, and analysed using Reflexive Thematic Analysis. Three themes were generated: ‘A Culture of Emotional Openness’, ‘Dismantling Ingrained Beliefs’, and ‘Enduring Systemic Strain’, alongside six subthemes. Findings indicated positive changes in emotional regulation, engagement with learning, and trust in educational institutions for SEN students with associated reductions in caregiver stress and increased staff fulfilment. However, engagement in the approach created emotional and physical demands for staff, underscoring the complexity of relationally intensive practice. These findings contribute rare, experience-based evidence from key stakeholders and illustrate both the potential benefits and limitations of trauma-informed approaches in SEN education. The study provides insight for educators, policymakers, and health professionals, emphasising the need for careful implementation, sustained support, and continued research that centres those disproportionately affected.