First Irish study of trauma-informed practice in schools finds positive impact on pupil wellbeing and learning

• Improved pupil wellbeing, better emotional regulation and greater readiness to learn linked to trauma informed approaches in schools.
• Research finds whole school approaches contribute to stronger engagement with education
• Study highlights schools’ vital role as safe and supportive spaces in communities experiencing disadvantage.

New research has found that trauma-informed approaches can positively support pupil wellbeing and learning, while also strengthening staff practice, in a primary school serving a community experiencing high levels of socio-economic disadvantage.

The study is the first formal evaluation of trauma-informed practice implementation conducted in an Irish school setting. The research found that embedding trauma informed approaches across the whole school community contributed to stronger engagement with learning, calmer and more positive school environments, and enhanced supports for children and families experiencing adversity.

Led by University College Cork (UCC) researchers and funded by Sláintecare and Dublin City Council, The Green Zone School Project evaluated the implementation of integrated trauma-informed practices (TIPs) in a DEIS Band 1 primary school. Trauma-informed practice recognises how trauma, adversity and chronic stress can affect a child’s wellbeing, behaviour and ability to learn, and focuses on creating school environments where children feel safe, supported and connected.

The study explored how a whole school approach can support pupils, families and staff in contexts of significant disadvantage and adversity. The findings also highlight the critical role schools play not only in education, but as trusted and nurturing spaces within their wider communities.

Key findings of the study include:

• Trauma-informed practices improved pupils’ emotional regulation and readiness to learn, contributing to calmer classroom environments and stronger engagement with learning
• Pupils, families and staff consistently described the school as a safe and nurturing space, underpinned by positive pupil–staff relationships and a relationship-based approach to behaviour.
• Addressing pupils’ basic needs, including food, rest and hygiene, was identified as essential to supporting wellbeing, participation and learning outcomes.
• Trauma-informed practices were widely understood, accepted and embedded across the school community; however, sustaining long term impact requires ongoing professional development, staff wellbeing supports and system level investment.

The study also found that some pupils experiencing extreme dysregulation required additional specialist supports beyond trauma informed practices alone, highlighting the need for stronger integration across education, health and social care services.

Eithne Nic Dhomhnaill, Project Researcher in UCC School of Applied Social Studies and Primary School Teacher at the research site Our Lady Immaculate SNS Darndale, said: “The Green Zone School Project highlights the importance of trauma-informed practices in creating safe and supportive school environments. Our findings show that when schools prioritise safety, regulation and relationships, the positive impact is felt across the entire school community. While the benefits of trauma-informed practices are clear, staff support, adequate resourcing, and cross-sector collaboration is essential in order to fully support children and young people most at risk of educational disadvantage.”

Dr Maria Lotty, Project Academic and Research Advisor and Lecturer in UCC School of Applied Social Studies, said: “These findings show that when schools are supported through sustained investment, high‑quality professional development and meaningful collaboration, they are able to create nurturing environments that support both wellbeing and learning. The study underscores the vital role schools play not only in education, but in responding to the broader social and emotional needs of children and families experiencing adversity. To achieve lasting, system‑wide impact, sustained national investment in trauma‑informed approaches will be essential.”

Shane Loftus, School Principal in Our Lady Immaculate SNS Darndale, said: “This report comes at an opportune time given the publication of the new DEIS+ programme and the roll out of the NCSE RELATE programme. The report shows that TIPs have a positive impact on children’s emotional wellbeing and by extension on their educational engagement. It challenges teachers to examine how they interact with others in their school communities and challenges the Department to mind the people who mind the children in our schools.”

Jack Nolan, Chair of Darndale Implementation and Oversight Group, Dublin City Council and former Assistant Garda Commissioner, said: “This is extremely valuable research into TIP in Our Lady Immaculate SNS in Darndale. The study presents strong evidence to suggest that TIP has been effectively implemented within the school. This vindicates the continued support of DCC and more particularly the IOG to the TIP project in Darndale. The complex and evolving needs of school communities, particularly in areas of high deprivation, reinforce the necessity for multi-agency collaboration, adequate resourcing, and a broader ecological response.”

Vinnie O’Shea, National Coordinator, Healthy Ireland Local Government, said: "The Green Zone School Project is an excellent example of how Sláintecare Healthy Communities seed funding can support innovative, locally led approaches that respond to the real lived experiences of children, families and school communities. It is particularly encouraging to see the strong collaboration between the school community and academic partners, alongside the commitment of staff to translating trauma informed learning into practical action. This work demonstrates the value of place-based, compassionate and prevention focused approaches in improving wellbeing outcomes for children and communities.”

Recommendations

The study outlines a number of key recommendations for practice, policy and future research to support the continued development of trauma-informed approaches in schools.

• Embed trauma-informed practices across the whole school community, including safe spaces for pupils, stronger parent–teacher collaboration, and supports for managing extreme behaviours.
• Integrate trauma-informed approaches into initial teacher education and professional development, alongside increased funding and improved referral pathways to therapeutic supports.
• Conduct further longitudinal research on the long-term impact and implementation of trauma- informed practices in schools.

The Green Zone School Project contributes to growing national and international evidence on the role of trauma informed education in promoting inclusion, wellbeing and educational engagement for children experiencing adversity.

The full research publication, The Green Zone School Project; An ED- TARA Primary, School Evaluation’ UCC School of Applied Social Studies, is available to download here.