Supporting Learning in Residential Settings: Using an Applied Trauma Responsive Model

Children and young people living in residential settings often face significant challenges when it comes to education. Attendance can be inconsistent, and experiences of trauma can make traditional approaches to learning difficult. Recognising these barriers, educational psychologists Jenny Marriott and Fay Mudd from Newcastle Educational Psychology Service have developed a practical framework to help.

The Applied Trauma Responsive Model (ATRM) is designed to support staff in residential settings to create environments where learning feels safe, achievable, and meaningful. Grounded in trauma-informed principles, the model aims to reduce re-traumatisation linked to school experiences and to build the foundations for emotional regulation and engagement in education.

The approach is structured and clear. It begins with understanding the child’s needs using a baseline assessment, then planning interventions that strengthen the skills required for learning. Resources include guidance on underlying needs at each level of the model, assessment tools, and suggested activities linked to educational development. Importantly, the model encourages collaboration and shared language across professionals, helping teams work together with confidence.

Jenny and Fay’s work is not about replacing formal education but about creating conditions where children can access it successfully. By focusing on safety, trust, and emotional readiness, ATRM provides a pathway for progress that is both evidence-informed and practical for everyday use.

Next steps include piloting the model, gathering feedback, and refining the approach based on real-world experience. For residential settings looking to improve educational outcomes for children who have experienced adversity, ATRM offers a structured, thoughtful way forward.