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Trauma informed and attachment aware practice in schools: A systematic literature review of school staff experiences.

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Title: Trauma informed and attachment aware practice in schools: A systematic literature review of school staff experiences.
Authors: Butler, Laura (AUTHOR), Sultana, Anjam (AUTHOR)
Source: Educational & Child Psychology. Autumn2025, Vol. 49 Issue 2, p90-108. 19p.
Subjects: Trauma-informed practice, Attachment theory (Psychology), Educational psychologists, School environment, College teacher attitudes, Relationship education
Abstract: Aim(s): Research suggests that trauma informed and attachment aware approaches in schools may promote academic achievement and reduce exclusions. Educational Psychologists (EPs) can be called upon to develop awareness of trauma and attachment at the whole school level. This paper will explore school staff's experiences of implementing trauma informed and attachment aware practices, identifying facilitators and barriers to adopting these approaches. Method: This systematic literature review examines six qualitative papers that researched school staff experiences of trauma informed and attachment aware practice. These were critically appraised using the Critical Appraisal Skills Programme (CASP) tool before providing a narrative synthesis of the findings. Findings: A synthesis of the studies indicates shared experiences of adopting trauma informed and attachment aware practices including a shift in staff attitudes and school ethos, improved understanding of pupils' experiences and their behaviour, and a focus on positive relationships. Facilitators and barriers include prior staff attitudes and school ethos and school leadership and policies. Limitations: Most participants in the studies reviewed appear supportive of the practices adopted, meaning response bias must be considered. Variance in terms used to describe similar approaches mean it is not possible to conclude that all relevant studies were discovered. Conclusions: Factors at the whole school level appear to facilitate trauma informed and attachment aware approaches, suggesting that such practices should be rooted in school culture and advocated by school leaders and EPs. [ABSTRACT FROM AUTHOR]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Trauma informed and attachment aware practice in schools: A systematic literature review of school staff experiences.
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  Data: <searchLink fieldCode="AR" term="%22Butler%2C+Laura%22">Butler, Laura</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sultana%2C+Anjam%22">Sultana, Anjam</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Autumn2025, Vol. 49 Issue 2, p90-108. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Trauma-informed+practice%22">Trauma-informed practice</searchLink><br /><searchLink fieldCode="DE" term="%22Attachment+theory+%28Psychology%29%22">Attachment theory (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychologists%22">Educational psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22College+teacher+attitudes%22">College teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Relationship+education%22">Relationship education</searchLink>
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  Label: Abstract
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  Data: Aim(s): Research suggests that trauma informed and attachment aware approaches in schools may promote academic achievement and reduce exclusions. Educational Psychologists (EPs) can be called upon to develop awareness of trauma and attachment at the whole school level. This paper will explore school staff's experiences of implementing trauma informed and attachment aware practices, identifying facilitators and barriers to adopting these approaches. Method: This systematic literature review examines six qualitative papers that researched school staff experiences of trauma informed and attachment aware practice. These were critically appraised using the Critical Appraisal Skills Programme (CASP) tool before providing a narrative synthesis of the findings. Findings: A synthesis of the studies indicates shared experiences of adopting trauma informed and attachment aware practices including a shift in staff attitudes and school ethos, improved understanding of pupils' experiences and their behaviour, and a focus on positive relationships. Facilitators and barriers include prior staff attitudes and school ethos and school leadership and policies. Limitations: Most participants in the studies reviewed appear supportive of the practices adopted, meaning response bias must be considered. Variance in terms used to describe similar approaches mean it is not possible to conclude that all relevant studies were discovered. Conclusions: Factors at the whole school level appear to facilitate trauma informed and attachment aware approaches, suggesting that such practices should be rooted in school culture and advocated by school leaders and EPs. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.53841/bpsecp.2025.42.4.90
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        Text: English
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              Text: Autumn2025
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