TRAUMA
Developmental trauma
Developmental trauma refers to the profound and lasting effects of chronic adverse experiences during childhood, impacting emotional regulation, mental health and interpersonal relationships. The term encompasses prolonged, repeated or severe traumatic experiences occurring during critical early developmental periods, particularly in infancy, childhood or adolescence. Unlike single-event trauma, developmental trauma is often interpersonal, involving caregivers or trusted individuals responsible for nurturing and safety. Examples include chronic neglect, emotional abuse, physical maltreatment, abandonment and systemic familial dysfunction, such as parental conflict or addiction.
Children who enter the care system or who require kinship care have generally experienced developmental trauma, sometimes from birth until they were taken into care. Their experience in care, which may have involved repeated moves, may have exacerbated that trauma.
For more information about developmental trauma:
https://attachmenttraumanetwork.org/developmental-trauma-disorder/
These are examples of the many videos on developmental or childhood trauma available on YouTube:
https://www.bing.com/videos/riverview/relatedvideo?q=developmental+trauma&mid=8EEB605155EB93EE993A8EEB605155EB93EE993A&churl=https%3a%2f%2fwww.youtube.com%2fchannel%2fUCAuUUnT6oDeKwE6v1NGQxug&FORM=VIRE
School-based trauma
Trauma can be caused by a mismatch between a young person’s needs and the school environment. Or it can be caused by negative social interactions such as bullying or feeling that you don’t fit in.
A child or young person may have managed in primary school, but gradually unravelled with the move to secondary: a more challenging sensory environment, more transitions, fewer strong relationships with adults, greater expectations of independence, much higher social demands and a more demanding curriculum with little autonomy or choice. This happens frequently with care-experienced young people, who often require greater emotional and psychological containment than is available in the teenage years.
For more information from government on EBSA, go to:
PTSD
Post-traumatic stress disorder (PTSD) can develop after experiencing or witnessing a severely traumatic event. Common trigger events include combat, sexual or physical assault, serious accidents, natural disasters, life-threatening medical diagnosis or the sudden death or disappearance of a loved one. In some case, school-based trauma can have similar effects to the experience of combat.
Not everyone exposed to trauma develops PTSD and factors such as strong social support and effective coping strategies reduce risk. Understanding these factors is essential for effective intervention.
Individuals with repeated exposure to trauma, including family members and those working with traumatised people, are at higher risk.
For information on PTSD in adopted children, go to:
Information on PTSD in neurodivergent people is available from:
https://www.autism.org.uk/learn/knowledge-hub/professional-practice/ptsd-autism
Systems-generated trauma
The charity Cerebra and Professor Luke Clements of Leeds University have undertaken a number of research projects on the experiences of the families of disabled children and young people when seeking help and support.
System Generated Trauma: how disabled children and their families are traumatised by dysfunctional public services when they ask for support, Cerebra’s 2025 report, reveals a widespread pattern of ‘Systems Generated Trauma’ and calls for urgent action to redesign public services that are meant to support, not break, the most vulnerable families.
https://cerebra.org.uk/wp-content/uploads/2025/11/Systems-Generated-Trauma-Report-web.pdf
Institutionalising Parent-Carer Blame: the experiences of families with disabled children in their interactions with English local authority children’s services departments, Cerebra’s 2021 research, found that most English Children’s Services Authorities operate a one-size-fits-all approach to families – regardless of whether it is a parent carer seeking support for a disabled child or a family where the evidence suggests there is neglect or abuse. The effect of this approach is to create an institutional culture of parent blame.
https://cerebra.org.uk/wp-content/uploads/2021/07/Final-Parent-Blame-Report-20-July-21-02.pdf
The charity Cerebra and Professor Luke Clements of Leeds University have undertaken a number of research projects on the experiences of the families of disabled children and young people when seeking help and support. Systems Generated Trauma: when asking for help causes harm, Cerebra’s 2025 report, reveals a widespread pattern of ‘Systems Generated Trauma’ and calls for urgent action to redesign public services that are meant to support, not break, the most vulnerable families. Institutionalising Parent-Carer Blame: the experiences of families with disabled children in their interactions with English local authority children’s services departments, Cerebra’s 2021 research, found that most English Children’s Services Authorities operate a one-size-fits-all approach to families – regardless of whether it is a parent carer seeking support for a disabled child or a family where the evidence suggests there is neglect or abuse. The effect of this approach is to create an institutional culture of parent blame.
For more information on systems-generated trauma:
Systems Generated Trauma: when asking for help causes harm, Cerebra’s 2025 report,
https://cerebra.org.uk/wp-content/uploads/2025/11/Systems-Generated-Trauma-Report-web.pdf
Institutionalising Parent-Carer Blame: the experiences of families with disabled children in their interactions with English local authority children’s services departments, Cerebra’s 2021
https://cerebra.org.uk/wp-content/uploads/2021/07/Final-Parent-Blame-Report-20-July-21-02.pdf