WHAT CAN WE DO ABOUT IT? Be p repared Ensure that Senior Leaders and Governors are aware of “When you notice, or I tell ACEs and that addressing these is a strategic priority. you that I need help, you Analyse the available data regarding children and young people in the school, identifying needs and should already know what possible resources to meet them. the next step is” Be a ware “Recognise all “Don’t label Ensure that the whole school community has an of my needs” me with the awareness and understanding of childhood adversity and trauma, has a common framework for collating information experiences and identifying need and can respond appropriately to “Understand my behaviour” I’ve had” the cultural and personal characteristics of the children and families. Be f lexible “Shape your support around me” Use the data to target children who live in adverse and traumatic environments and “Find a way that we can both understand each other” provide interventions and groups that these children can easily access. “The way you “Know where Be s afe and responsible treat me matters” I’m coming from” Intervene as early as possible, avoid 52% re-traumatising and stigmatising children. Ensure that staff CEs have the right skills and training to be empathetic, “Keep me safe and don’t betray my trust” knowledgeable and trustworthy. 3% CE Be c ollaborative and enhancing “I want to talk “Include me in decisions 6% Involve children in decisions about interventions to someone CEs about my life” and support they receive and focus on assets of the who has been children and their communities. 9% through the CEs “Stop Be i ntegrated “I’ve survived this long” same thing” asking me Ensure that services are as joined to repeat up as possible, allowing for children myself” “Don’t pass me from person to person” and families to feel held by the system and not passed around from one agency to another. ashire) (Birmingham) dshire) ondon) ommunity ath) all)
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