Understanding childhood trauma

Childhood trauma can come from a single overwhelming event or from ongoing, repeated experiences that are physically or emotionally harmful.

• Type I (simple) trauma – one-off events that cause intense fear or distress, overwhelming a person’s capacity to cope. For example, a car accident, sudden loss or natural disaster.
• Type II (complex) trauma – ongoing or repeated trauma, often within close relationships, that can have deep, long-lasting effects on how a child thinks, feels, learns and relates to others. For example, abuse, neglect, family violence or chronic bullying.

Experiencing potentially traumatic events in the early years of development can affect how a child’s brain develops, making it harder for them to focus, remember new things, regulate emotions or trust adults. These reactions are protective responses and with the right support, children can learn to build new patterns and skills.

Recognising behaviours related to trauma

Children’s reactions to trauma vary depending on a range of factors including their age, gender and life experiences to date. Possible indicators of trauma can be used as a starting point to gather more information about why a child may be displaying certain behaviours and how to best support them.

Possible indicators of trauma include, but are not limited to:

• increased tension or irritability
• aggressive or violent behaviour
• difficulty regulating emotions
• problematic and/or harmful sexualised behaviours
• over or under reaction to noises, lights and sudden movements
• difficulty forming positive and trusting relationships with peers and adults.

It’s important to remember that these behaviours are possible cues and do not definitely mean that a child has been impacted by trauma.

What is trauma-informed practice?

Every ECEC service plays a vital role in creating environments where children feel safe, valued and ready to learn.

Trauma-informed practice guides service leaders and educators to understand, recognise and support the wellbeing and learning of children in their service who have experienced trauma.

It involves:

• understanding the impact of trauma on children’s learning and behaviour
• responding in ways that support safety and trust
• avoiding actions that could re-traumatise a child
• adopting approaches and strategies that benefit all children.

Trauma-informed practices are important as they can ease stress for children and provide opportunities for their brains to rewire for learning, growth and connection.

Trauma-informed practice in action

In practice, trauma-informed strategies focus on 3 areas:

• Relationships first – Building strong, trusting, consistent and caring relationships create emotional safety and support learning.
• Predictability matters – Clear routines and consistent responses help children feel secure and ready to learn.
• Emotional regulation – The ability to manage and respond to feelings in healthy ways. As young children are still developing, they rely on adults to help them calm and cope.

Practice tips

• Create opportunities to connect and model connection throughout the day. Use greetings, names and shared rituals to strengthen trust and belonging for children, staff, families and community. Value and respect children’s and families diversity in all its forms.
• Keep a daily schedule visible. Talk with children about what’s happening now and what’s coming next. Stick to routines as much as possible, and when changes are needed, give children plenty of warning and support so they feel prepared.
• Build in strategies for emotional regulation. Use warm, predictable welcomes and add calming rituals during transitions. Regular brain breaks, quiet spaces and sensory play give children opportunities to reset their emotions. These include play, art, music and time outdoors to reduce stress and build connection. Educators can model calming techniques, weave short mindfulness moments into the day and use stories to explore feelings.

Getting started with trauma-informed practices in your service

When implementing trauma-informed practices at your service, start by:

• building staff understanding – provide access to quality training so everyone knows what trauma is, how it affects children and what a trauma-informed approach looks like
• reviewing current practices – identify what your service is already doing well and where changes could make the environment more predictable and supportive
• agreeing on shared responses – develop simple, consistent ways to respond to behaviours and situations so all staff are on the same page
• involving families early – explain the approach to parents and carers, invite their input and listen to their perspectives on which approaches best support their child
• starting small and growing – choose a few key strategies to implement first, monitor their impact and add more as staff confidence grows
• prioritising relationships – focus on building trust with families through regular, respectful and empathetic communication. Create opportunities for families to share their stories at their own pace, acknowledge their expertise in their child’s life, and demonstrate that the service is a safe, supportive partner in their child’s growth, learning and wellbeing.

Supporting staff wellbeing

Staff wellbeing is essential to implementing trauma-informed practices. When leaders prioritise the wellbeing of educators and staff, they strengthen their team’s ability to support children effectively. Actions service leaders can take include:

• debriefing after challenging incidents or interactions
• using peer support or supervision to reflect and problem-solve
• encouraging staff to take regular breaks and use personal strategies to unwind
• seeking professional help if you notice signs of stress or burnout.