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This paper describes how, in the wake of a spate of fatal knife crime in one London borough, the council, Clinical Commissioning Group (CCG) and Child and Adolescent Mental Health Service (CAMHS) got together to think about how to improve outcomes for their young people. Starting with schools and pupil referral units, the CAMHS and educational psychology service were commissioned to work with whole staff groups, from senior leadership to lunchtime monitors and playground staff, to embed trauma informed policy and practice. The aim was to spread understanding about complex developmental trauma; what it is, how it affects the behaviour and experience of children and families, and how to work with it. Given how widespread trauma is, the objective was also to think about what might need to change in the environment and ethos of the borough’s schools as a result. Following the project’s initial success, its scope and remit were expanded to support services on a policy level, while also working with their staff to think about the impact of trauma, and how best to support children and families who have been affected by it. As well as teaching about trauma, the project is primarily an experiential one. This paper explores the impact on staff who were involved in the project; what came out of it for them personally in terms of changes to their thinking and outlook, and what they saw as the changes for the children and families they worked with.

Working with trauma; finding new ports of entry