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The impact of Trauma informed practice on outcomes across a MAT
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
To respond to rising SEMH need, attendance concerns and exclusions across a 20-school primary MAT, leaders partnered with Whole School SEND to deliver a trauma-informed Professional Development Group. Headteachers and SENCos engaged in structured online and in-person sessions, using SEND review data and the EEF implementation cycle to develop and embed action plans. Evidence of impact includes improved KS2 outcomes across reading, writing and maths, phonics outcomes above national averages, a 25% reduction in suspensions and 71% reduction in exclusions, earlier identification of need, improved attendance, and stronger family relationships. The work has positioned the trust as a sector leader in trauma-informed, inclusive practice.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), professional development groups, trauma-informed practice