Towards trauma-informed initial teacher education: preparing trainees to support children living with trauma

This article examines the potential contribution of trauma-informed approaches to initial teacher education (ITE) within higher education. Drawing on literature relating to trauma, attachment, relational pedagogy, and teacher education, the paper explores how trauma-informed principles may support care-experienced student teachers and influence the development of relationally responsive classroom practice. Particular attention is given to the preparation of future teachers to support care-experienced and trauma-affected pupils, including those who are adopted, fostered, or subject to special guardianship arrangements. This article argues that trauma-informed principles deserve greater attention within ITE. While trauma-informed approaches have become increasingly visible within school settings, less attention has been paid to how future teachers are prepared to understand the impact of adversity, attachment disruption, and relational safety on learning. Drawing on trauma, attachment, and teacher education literature, the paper proposes that trauma-informed ITE may contribute to the development of teachers who are better equipped to support care-experienced and trauma-affected pupils.