Improving GCSE outcomes for young people in care and other vulnerable groups through trauma-informed interventions to support agency for learning

For many reasons, our current education system is reaching a 'crisis'. Exclusion rates are sky high (7,900 in 2017/18) (Gov., 2019), the media is full of criticism of 'illegal exclusion' (Guardian, 2018), mental health difficulties in tenneagers and young adults have never been higher (NHS, 2018). Unfortunately, but not surprisingly, the most affected by these statistics are the disadvantaged, most vulnerable, students in our society, those that lie 'on the fringes'. Educational outcomes for looked after, previously looked after, and 'children in need' students are considerably below their peers as 'one of the lowest performing groups' (Sebba et al., 2015).

However, attachment and trauma theory is beginning to appear vital for educational providers working with vulnerable students. The neuroscience behind the theory is starting to feed into the work of social workers, schools, researchers alike, and is beginning to suggest a way forward towards increasing vulnerable students' outcomes.

The aim would therefore be to co-devise a new programme that is trauma-informed - i.e. engages with the neurobiological and psychosocial legacies of trauma - based around the following research questions:
1. What are the implications of childhood trauma for a young person's ability to engage successfully with a long-term educational enhancement programme?
2. How can existing programmes be adapted to best meet the needs of young people with the legacy of trauma, including training and support for relevant professionals?
3. What 'success milestones' might be used to evaluate the long-term impact of the adapted
programme on a young person's propensity to access higher education or other positive pathways?
The study would also hope to draw some light onto how other educational providers - like schools - could be adapting their programmes to also be trauma-informed and improve outcomes too.