The need
Understanding what trauma does to a child’s ability to learn.
A child living with trauma is not choosing not to learn — their nervous system is too busy keeping them safe.
Across England and Wales, children whose lives are disrupted by trauma and crisis fall out of education. When a child does not feel safe, learning becomes almost impossible — the brain prioritises survival over curiosity.
Existing provision too often cannot reach these children. The result is children out of education, families who feel unheard, and potential that goes unrealised.
Childhood trauma is far more common than many realise, and its effect on a child’s education is profound. The evidence is clear and consistent.
of adults in Wales experienced at least one adverse childhood experience (ACE); 14% experienced four or more.
Public Health Wales, 2016pupils in England — nearly 1.5 million children — were persistently absent from school in 2023/24, missing at least a tenth of their education.
Department for Education, 2024of severely absent pupils achieved a standard pass in English and maths GCSE, compared with 67.6% of all pupils — adversity and lost schooling compound one another.
DfE / House of Commons LibraryThe same evidence that describes the problem also points to the solution. A child who feels safe and that they belong can recover, even after significant adversity.
This is the heart of our work. When a child is met with patience, safety and a genuine sense of belonging, school stops being a source of threat and becomes a place of possibility. That is what allows learning to begin again.
See how we help children rebuild their relationship with learning.
What we do