Back to School: 5 Ways to Embed Trauma-Informed Practice in Your Classroom This Year.

September marks a fresh start. New classrooms, new routines, and new opportunities to set the tone for a positive and inclusive year ahead. For many children, this transition is exciting, but it can also bring uncertainty and anxiety. A trauma-informed approach can help create a classroom environment where all pupils feel safe, valued, and ready to learn and there is no better time than the new school year to start as you mean to go on. 

Remember, trauma-informed practice isn’t about adding more to an already busy teacher’s plate. It’s about embedding simple, intentional strategies into everyday routines to support regulation, connection, and a sense of belonging. I know this time of year can be overwhelming so I’ve outlined five practical ways to help you to  begin the school year with a trauma-informed lens.

1. Establish Predictable Routines and Clear Expectations

Consistency is calming. Predictable routines give children a sense of security by helping them know what to expect and when. Start by clearly outlining the daily schedule and classroom expectations in a simple, visual way. This could be through posters, charts, or a timetable on the board. Review routines often, especially during the first few weeks, and model them calmly. Clear boundaries and regular reminders help children feel safe and supported. I find it helpful to explain why rules are in place and to allow students to co-create the class rules or expectations at the start of the year as this gives them a stronger sense of ownership and belonging. 

2. Build Strong Relationships from Day One

Connection is at the heart of trauma-informed practice. Begin the year by getting to know your students, their interests, their strengths, and what helps them feel safe and comfortable. Simple check-ins, learning names quickly, and showing genuine curiosity about their lives can make a big difference. When children feel seen and valued, their sense of belonging and willingness to engage grows. Sharing your own interests and facts about you will also help to build connection. It may seem tempting to get a head start on the curriculum and academics, but spending plenty of time playing games and doing ‘getting to know you’ activities in September will make a great difference for the rest of the year.  

3. Start Each Day with a Morning Meeting

Morning meetings are a powerful way to create connection, set a positive tone, and regulate emotions. These short, structured gatherings can include a greeting, sharing time, a fun activity, and a morning message. They offer predictability while allowing children to feel heard and part of the classroom community. Activities can be playful, calming, or reflective, depending on what the group needs to start the day well. I’ll be sharing another blog post on morning meetings in detail soon. 

4. Create a Calming and Welcoming Physical Environment

The classroom environment can influence how safe and regulated children feel. Soft lighting, calm colours, and clutter-free spaces reduce overstimulation. Include visuals that promote belonging and diversity, and consider creating a small “calm corner” where students can regulate their emotions before returning to learning. Even small changes, like adding plants, cosy seating, or using more muted colours on display boards can help create a nurturing atmosphere.

5. Focus on Positive, Proactive Behaviour Support

Instead of waiting to respond to challenges, build proactive supports into your daily practice. Teach and model desired behaviours, acknowledge effort, and always remember that behaviour is communication. Visual cues, consistent routines, and co-created class agreements can prevent many issues from escalating. Approaching behaviour with curiosity and compassion helps foster emotional safety and supports self-regulation skills.

Small Changes Can Make a Big Difference

Embedding trauma-informed strategies at the start of the school year doesn’t require a complete classroom overhaul. With small, intentional changes like these, you can create a classroom where all children feel secure, connected, and ready to learn. 

How will you promote trauma-informed practice in your new class? I’d love to read more in the comments!