The Green Zone School Project: An ED -TARA Primary School Evaluation

The Green Zone School Project evaluated the impact of trauma-informed practices (TIPs) in a DEIS Band 1 primary school in Dublin in 2025. These practices were introduced to address the complex needs of pupils living in a community with high levels of adversity, poverty, and crime. 

Nine members of staff within the school completed the University College Cork Trauma-informed Practice in Education progamme in 2023. TIPs implemented included those developed through engagement in the UCC Trauma-informed Practice in Education programme, as well as other TIPs designed by the school committee members based on the specific needs of the school and pupils. These were created by applying knowledge of trauma, attachment  and resilience into action (as reflected by TARA) as  practical interventions to support pupils and staff. 

This research was carried out by the research team comprising of Eithne Nic Dhomhnaill (Researcher) and Dr Maria Lotty, Academic and Research Advisor, (School of Applied Social Studies, University College Cork and was funded by Sláintecare and Dublin City Council.

Research Project Report

• Nic Dhomhnaill, E, & Lotty, M. 2026. ‘The Green Zone School Project; An ED- TARA Primary School Evaluation’ School of Applied Social Studies, University College Cork (forthcoming).

Conferences

• Lotty, M. and Eithne Nic Dhomhnaill, (October 6^th, 2025). ‘Connecting awareness of child safety, learning and well-being  to concrete actions: Evaluation of integrated trauma-informed practices in an Irish Primary school.’. Poster presented at the ISPCAN (International Society for the Prevention of Child Abuse and Neglect) International Congress, Vilnius, Lithuania. ISPCAN Conference Poster 2025

Publications

• Nic Dhomhnaill, E. and Lotty, M., 2025. Trauma-Informed Care in Education: Reflecting on School-led Interventions to Foster Community Resilience. International Journal of School Social Work, 11(3), p.1. Available at: https://newprairiepress.org/cgi/viewcontent.cgi?article=1133&context=ijssw

University Professional Training in Trauma-informed Practice in Education

University College Cork has developed the Trauma-informed Practice in Education progamme which awards a level 9, Special Purpose Award, a post-graduate level qualification under the NFQ (National Framework for Qualifications, 2023) in Ireland. The programme is informed by the evidence base of trauma knowledge and practice through a practice framework, TARA (Trauma, Attachment, Resilience into Action) (Lotty, 2021; 2023).

This programme introduces students to trauma-informed practice in education across early years, primary and secondary education contexts.

The programme focuses on both developing understanding of the theoretical principles of the approach and its application to the educator’s specific role. The programme examines the theoretical base of trauma-informed practice in an accessible and applicable way with attention to the stress response system, attachment trauma, mentalising and resiliency theories. The programme also introduces students to implementing trauma-informed practice in the educational context. Students are supported in developing a toolkit of resources to implement the approach in their specific role. The programme also explores students’ critical thinking on the current debates about the implementation of trauma-informed practice in education settings and the impact of vicarious trauma on the educator.

This programme is not a counselling or therapy training. It supports upskilling and career development by developing educators’ capacity to provide trauma-informed practice in their role. Further information: Continuing Professional Development (CPD) in Trauma-informed Practice in Education Cert | University College Cork

References

Lotty, M. (2023). Supporting Child Welfare Practice through an integrated practice model: Trauma, Attachment and Resilience into Action-TARA. The Irish Social Worker, 11-22. https://hdl.handle.net/10468/15339

Lotty, M. (2021). Making sense of the practice of trauma-informed care: A response to the need to implement trauma-informed care into front-line practice. The Irish Social Worker, 160-171.