Evidence & Research

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 Children and young people are increasingly affected by trauma and adversity, which can significantly impact their behaviour, relationships, and ability to learn.

Schools are seeing a growing need to support pupils with social, emotional, and mental health (SEMH) needs, alongside rising challenges in behaviour, engagement, and wellbeing.

In addition to this, there is an increasing pressure on schools, with staff balancing rising needs alongside limited time, resources, and funding. 

Growing levels of staff stress and workload are a widespread concern, particularly in relation to behaviour and pastoral support

 Increasing numbers of pupils experiencing adverse childhood experiences (ACEs), with research suggesting around 1 in 3 children have experienced at least one ACE by the time they reach secondary school (Public Health , 2025)

A rise in SEMH needs, with over 1.7 million pupils in England identified as having special educational needs (DfE, 2024)

More pupils struggling with behaviour, attendance, and engagement, with persistent absence rates exceeding 20% for some vulnerable groups (DfE, 2024)

Greater demand for pastoral and safeguarding support, as schools respond to increasingly complex pupil needs

 Research highlights a clear link between a child’s experiences and their outcomes in school. Children affected by trauma are more likely to:

Experience difficulties with emotional regulation, with studies showing trauma can significantly impact brain development and stress response systems (NHS / Public Health England)

Struggle to form positive relationships, particularly with adults.

Display challenging or withdrawn behaviour, with pupils with SEMH needs up to 4 times more likely to be excluded (EPI / FFT, 2023)

Find it harder to engage in learning, leading to lower academic attainment and attendance (DfE / Public Health research)

Without the right support, these challenges can lead to:

• Increased exclusions and behaviour incidents, with pupils with SEMH needs significantly more likely to be excluded. (Education Policy Institute / FFT, 2023)

• Lower levels of engagement, attendance and attainment, with research demonstrating associations between adverse childhood experiences (ACEs) and reduced educational attainment. (Houtepen et al., 2020) 

 • Increased pressure on staff, resources and systems, with rising levels of SEMH need contributing to increased demands on school staff, specialist services and support provision (Department for Education, 2023; Children's Commissioner, 2024 

This highlights the importance of consistent, relational and trauma-informed approaches that help young people feel safe, supported and able to access learning.

At From Care to Courage, we believe that positive relationships are at the heart of meaningful and lasting change.

For young people, trusted relationships create safety, belonging and the confidence to thrive. When children feel seen, heard and understood, they are more likely to engage, develop resilience and reach their potential.

However, relationships are equally important for the adults who support them. We believe that effective practice begins with self-awareness, reflection and understanding our own experiences. By recognising how our backgrounds, beliefs and life experiences shape the way we respond to others, we can build stronger, more authentic connections.

Through reflection and relational practice, professionals can learn to turn their own experiences into strengths, using them to support, guide and inspire the young people they work with. We believe that some of the most powerful practitioners are those who can draw upon their own journeys to build empathy, understanding and trust.

Because when relationships improve, outcomes improve — for both young people and the adults who support them.

• CPD, staff training and individual staff mentoring to build confidence and consistency in allowing trauma informed practice across your school.

• Student workshops to support emotional understanding, resilience, and engagement.

• Targeted mentorship programmes for pupils requiring additional support.

• Ongoing guidance to help develop a whole-school approach to ensure that lasting change becomes possible.

 Dr Dan Hughes is a clinical psychologist best known for developing Dyadic Developmental Psychotherapy (DDP) and the PACE approach. 

His work highlights the importance of attachment, connection and emotional safety in helping children and young people recover from trauma and adversity.

His research has influenced trauma-informed and relational practice across education, social care and mental health services, helping professionals better understand the experiences behind behaviour and build stronger relationships with young people.

The PACE Approach

PACE stands for Playfulness, Acceptance, Curiosity and Empathy.

Developed by Dr Dan Hughes, PACE provides a practical framework for building trust, emotional safety and connection with children and young people.

Rather than focusing solely on behaviour, PACE encourages adults to remain curious about what may be driving a young person's actions, helping them feel understood, supported and valued.

At From Care to Courage, we particularly value the role of playfulness in building relationships. Playfulness is not about being childish or lowering expectations; it is about creating moments of connection, reducing anxiety and helping young people feel emotionally safe. 

Through humour, warmth, creativity and positive interactions, professionals can build trust, strengthen engagement and create environments where young people feel more confident to learn, participate and take positive risks.

Research consistently shows that positive relationships are one of the strongest protective factors in a young person's life.

By combining trauma-informed practice with relational approaches such as PACE, professionals can build trust, strengthen engagement and create environments where young people feel safe enough to learn, develop and thrive.

This approach not only benefits young people but also helps adults develop greater confidence, understanding and consistency in their practice.