Sair Penna emphasises the importance of psychological safety in the learning process.
Children in the foster care system who have special educational needs (SEN) may face obstacles that other children do not. These challenges may be the result of their past experiences, such as trauma and instability, or they may be due to their current situation, such as frequent changes in their family unit and home situation. To ensure that children receive the education they require to thrive in life, it is essential to offer them support which meets their needs. This support could include individualised education plans, additional resources and adaptations, including access to specialised teachers and therapists, and other services to address their needs. It can also include educational settings, making adaptations to incorporate a trauma-informed approach to teaching and learning. This will not only support foster children with SEN but can support all children in the school. This whole-school approach can benefit all children, including foster children with SEN.
SEN or Developmental Trauma?
Children who live with foster families and have often experienced adverse childhood experiences may exhibit symptoms of developmental trauma. Developmental trauma refers to the traumatic experiences that a child goes through due to chronic abuse, neglect, or other adverse childhood experiences. As a result, children may struggle with emotional regulation, processing sensory information, managing stress responses, and developing trusting relationships with significant people in their lives. Developmental trauma and Special Educational Needs (SEN) are two distinct but closely related terms that can exhibit similar signs and symptoms. Whether a child has a diagnosis of autism or ADHD, or they display similar symptoms, both conditions can affect a child’s well-being and educational experience. A trauma-informed approach to education can benefit a child who has experienced trauma or displays neurodiverse characteristics.
Trauma-informed approach
The trauma-informed approach is about creating psychological safety. An understanding of the role of psychological safety in fostering an inclusive learning environment is necessary in order to support a foster child with SEN needs. This understanding can help educators and carers develop strategies to enable foster children with SEN to feel more comfortable and confident in their learning environment. Such strategies may include creating opportunities for open communication, providing emotional regulation and support, and fostering a sense of community and belonging. When children feel safe and secure, they are more likely to engage in learning activities without inhibitions. Prioritising the physical and emotional safety of children is crucial in creating an environment that fosters learning and growth. This includes providing a physical environment that is free from hazards and dangers, such as sharp objects or broken equipment. Additionally, taking proactive measures to prevent bullying and other forms of violence can contribute to a safe and secure environment that is conducive to learning. By providing a secure base for children to learn and grow, we can ensure that they develop into confident and responsible individuals. Practising co-regulation is key in helping children develop the skills to regulate their emotions and behaviours in a healthy way. Co-regulation involves providing support and guidance when a child is experiencing strong emotions, helping them to identify and express their feelings, and modelling appropriate and relevant coping strategies for the child. This means that teachers and staff members work with children to help them regulate their emotions and behaviours. This can be achieved through concrete praise and reinforcement, empathic listening, and encouraging open communication.
Safe place
Creating a safe environment for children can involve physical safety measures such as ensuring a classroom is well-maintained or providing proper supervision during outdoor activities. It can also involve emotional safety, like ensuring children feel valued and respected and encouraging open communication. When children feel comfortable and secure in their surroundings, they are more likely to take risks and participate more actively in their learning, which is essential for their growth and development. To facilitate a child’s growth and development, it is crucial to provide a safe and supportive environment that fosters their emotional, physical, and intellectual well-being. This involves creating a sense of security and trust, being responsive to their needs, and promoting positive interactions with peers and adults. Additionally, a child’s willingness to attend school can significantly impact their academic success and well-being. To promote school attendance, it is crucial to understand and address any concerns or barriers preventing the child from attending, such as anxiety, or bullying. Meeting a child’s needs is also essential for their growth and development. This includes providing nutritious meals, adequate rest, play and physical activity opportunities.
Trauma-informed curriculum
A trauma-informed curriculum is designed to be sensitive to the fact that some topics may be triggering for children who are fostered. This includes being aware of topics such as family history, life experiences and stories that may be sensitive and could provoke a negative reaction. By considering these factors, teachers and early years practitioners can create a safe and supportive environment that promotes positive learning experiences for all children. It is important to be mindful of the potential impact that sensitive topics can have on a child’s well-being and to recognise the unique needs of each individual child. A trauma-informed approach can help to create a more inclusive and understanding classroom environment where all children feel valued and supported. When it comes to supporting foster children with SEN who have gone through traumatic experiences, it is essential to create a learning environment that fosters psychological safety. This involves adopting a trauma-informed approach that prioritises the individual needs of each child and provides them with the necessary support to overcome their challenges. By creating such an environment, we can help these children to feel secure and comfortable so that, in turn, they can focus on their learning and development without fear or anxiety.
Sair Penna
Sair Penna is a director of The National Association of Therapeutic Parents (NATP) and works across the Centre of Excellence in Child Trauma (CoECT). She is also a co-author of The A-Z of Trauma-Informed Teaching.
Website: naotp.com
Website: coect.co.uk
