Found: National Statistics Annual Reporting Year 2023 29 https://learning.nspcc.org.uk/child-health-development/childhood-trauma-brain-developmentCSC0111

Found: We know that early childhood trauma and difficulties with attachment lead to lower developmental outcomes

Found: Having more resilient providers and carers with experience of working with childhood trauma, meaning

Found: successfully provide nurturing, inclusive environments and are understanding of the lasting impact of childhood

Found: These include, but are not limited to; ●the impact of early childhood trauma; ●the stark difference

Found: Impact of childhood trauma is not fully understood by the wider children’s system, recognised or responded

Found: Prevention and early identification are key to reducing family adversity and childhood trauma and to

Found: CSC0104 - Children’s social care Institute of Recovery from Childhood Trauma Written Evidence

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of trauma informed schools for (a) children with SEND, mental health challenges and childhood trauma and (b) other students.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

Schools have the flexibility to decide what pastoral support they provide to best meet the individual needs of all their pupils, including children with special educational needs and disabilities (SEND), mental health challenges or who have experienced trauma. However, the department recommends a whole-school approach as the most effective way to promote and support mental health and wellbeing for all pupils, including those who may be particularly vulnerable.

The department’s guidance on the principles of a whole school or college approach recognises the importance of an individualised response to pupil needs, and can help contribute towards creating a safe environment for those who have experienced trauma and adverse experiences. This guidance can be accessed at: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing. To help settings embed a whole-school approach to mental health and wellbeing, the department is offering funded senior mental health lead training to all state schools and colleges, including special and alternative provision settings. This training covers the range of mental health issues likely to be encountered in schools and colleges and the risk factors associated with specific groups, including children with special educational needs and who have experienced trauma, to support leads to understand and plan appropriate responses to pupils’ mental health and wellbeing needs. Over 15,100 settings have received a training grant so far, including more than 7 in 10 state secondary schools.

Additionally, a range of department guidance makes clear the need for school staff to be aware of adverse childhood experiences, including trauma, and the potential impact on children. ‘Keeping children safe in education’ is statutory guidance that all schools and colleges must have regard to when carrying out their duties to safeguard and promote the welfare of children, and is available at: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2.

The department’s mental health and behaviour guidance also recommends school staff be aware of how potentially traumatic childhood experiences can impact on children’s behaviour and education and the importance of schools providing early support to pupils at such times. It signposts to further information on supporting children through difficult life events. This guidance is available at: https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2.

Finally, the SEND Code of Practice sets out that all schools should apply a ‘graduated approach’, which means identifying a child’s needs, implementing appropriate support and reviewing it regularly. This guidance can be found here: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25. Schools should involve pupils and their parents at each of these stages. The department expects schools and local authorities to consider the individual circumstances of each pupil and family and take the best course of action to support them.

Found: Another RCT in Afghanistan (n= 1461) found that both food insecurity and women’s childhood trauma increased

Found: or engage in education. 2.2 Neurodiversity and adversity There is good evidence now that past childhood

Found: common theme in rapid reviews surrounded the lack of accessible mental health suppo rt to address early childhood

Found: I was affected by childhood trauma as a consequences of my father’s drinking and domestic violence,

Question

To ask the Scottish Government how it will ensure that children and young people who have experienced trauma or adverse childhood experiences are provided with appropriate support and guidance during the disclosure process.

Answered by Don, Natalie - Minister for Children, Young People and Keeping the Promise

I have asked Gerard Hart, Chief Executive of Disclosure Scotland to respond. His response is as follows:

Disclosure Scotland has reviewed its letters, in connection with the consideration for listing (barring) process, to ensure they are written in Plain English and easier to understand. We have removed much of the ‘legal jargon’ where possible (not just for those who have experienced childhood trauma but for all individuals). We have also recently reviewed our letters which set out the reasons for listing to ensure these are easier to understand, again with less legal reference where possible. During the formal consideration process if we identify a potential vulnerability (which is not restricted to a history of care experience), Disclosure Scotland will reach out to relevant professionals, such as a social worker, to ensure we are communicating with the individual in the most appropriate and supportive way.

New processes for review applications under the Disclosure (Scotland) Act 2020 are due to be implemented in April 2025. Disclosure Scotland is engaging with Who Cares? Scotland, Children and Young People's Centre for Justice and Clan Childlaw about the effect on people who had justice-experience in childhood.