Abstract
<p>Trauma-informed approaches are increasingly adopted in educational settings, yet experiential evidence from those most affected by trauma remains limited. This study explored how Special Educational Needs (SEN) students, staff, and caregivers experience a whole-school trauma-informed approach. 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 behavioural, emotional, and academic outcomes for SEN students, with associated reductions in caregiver stress and increased staff fulfilment. However, engagement in the approach also 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 the limitations of trauma-informed approaches in SEN education. The study provides timely insight for educators, policymakers, and health professionals, emphasising the need for careful implementation, sustained support for staff, and continued research that centres the perspectives of those disproportionately affected by trauma.</p>