Trauma in schools: Why are we still plastering over the cracks? Reflections of a school leader on the challenges of policy implementation

CLARE CANTLE, HEADTEACHER, ALL SAINTS CATHOLIC SCHOOL, UK; DOCTORAL STUDENT, UNIVERSITY OF PORTSMOUTH, UK Abstract With approximately 55.4 per cent of UK university students reporting that they experienced at least one traumatic event growing up (Hamilton et al., 2024), it is clear that the prevalence of trauma in young people is significant. As a secondary school senior leader and headteacher in London schools for over 20 years, this reflection comes from my personal experience and that of colleagues and schools with whom I have worked. While leaders recognise and see the effects of trauma in school, the competing pressures of staffing, finance and external accountabilities press hard on all aspects of school resources. External agencies supporting these children have extensive waiting lists and are often at capacity, leading to children not receiving the help that they require. This paper acknowledges the competing pressures in schools but highlights the need for a national framew