Carlisle Infant School’s Attachment and Trauma-Aware Journey: A Story of Nurture, Resilience, and
Recognition
Carlisle Infant School, a thriving three-form entry community school with a richly diverse pupil
population, embarked on a transformative journey following the challenges posed by the COVID-19
pandemic. Located in a welcoming and nurturing community, the school faced significant increases in
pupils experiencing anxiety, emotional difficulties, and behavioural challenges post-pandemic. This
journey not only reshaped the school’s approach to attachment and trauma but also earned Carlisle
Infant School the prestigious Alex Timpson Early Years Award 2024, recognising its outstanding
commitment to supporting young children’s emotional wellbeing.
The Starting Point: Post-Pandemic Challenges
The pandemic’s impact was evident in many ways: more pupils required support for anxiety and
self-regulation; there was a rise in trauma-related behaviours and fixed-term exclusions; and many
children starting Reception showed reduced language, communication, and social skills.
Our Aim: Creating Emotionally Safe Spaces and Building Staff Expertise
In response, Carlisle Infant School set clear aims to develop emotionally safe spaces where pupils could
self-regulate and feel secure. Equally important was enhancing staff understanding and equipping them
with consistent language and strategies to support children’s emotional wellbeing effectively.
Actions Taken: Embedding Attachment Theory and Emotion Coaching
As a starting point we implemented comprehensive training on attachment theory and emotion
coaching for all staff, including site and admin teams, ensuring a unified approach. Staff were also trained
to create therapeutic spaces within the school, dedicating time to plan and design these crucial areas.
A key initiative was the introduction of regulation stations in every classroom—safe spaces where pupils
could independently manage their feelings and behaviours. These stations became central to the
school’s trauma-aware approach, fostering self-regulation and emotional resilience.
Voices of the Children
The impact of these changes is best expressed by the children themselves:
● “When I am in the red zone, I come here to touch the furry wall—it’s like my teddies at
home.”
● “I use the ball to help me breathe more deeply and get less angry, and then I can stay in class.”
● “I put my worry about home in the monster then my teacher did help me.”
● “My rocket is my safe place, I don’t run away.”
Positive Outcomes Across the School
● Behaviour management during lunchtimes improved significantly, with
the lunchtime leader team applying consistent strategies aligned with
school policy.
● Pupils with attachment needs, Looked After Children (LAC), and others requiring emotional
support demonstrated notable progress in self-regulation through the use of regulation
stations and strategies.
● Staff consistently applied emotion coaching techniques, creating a supportive and empathetic
environment for all pupils.
Building Positive Relationships and Emotional Resilience
The school’s journey also focused on developing positive relationships and behaviour policies informed
by attachment and trauma awareness. This included:
● Developing a Positive Relationships and Behaviour Policy through extensive staff consultation.
● Creating prompts and resources to support restorative conversations, helping pupils reflect
and repair relationships.
● Offering emotion coaching workshops for parents, extending emotional support beyond the
classroom.
Pupils’ Insights
Pupils shared their experiences of the supportive environment:
● “When you are hurt on the inside you need to tell someone. We can go to The Nest to tell
someone.”
● “When you get worried you can share your worries with someone you trust.”
● “When you are frustrated, you squeeze a cushion.”
Impact and Feedback
● Pupils with emotional needs showed improved self-regulation using nurture spaces and
regulation stations.
● Staff and parents adopted a consistent language and approach to emotion coaching.
● Behaviour management became more consistent, contributing to a positive learning
atmosphere.
● The School Improvement Partner noted behaviour as a strength, highlighting engaged and
focused pupils and effective adult deployment.
● Parents and local nursery practitioners praised the emotion coaching workshops, noting new
strategies to manage behaviour and the importance of supporting children’s regulation.
Continuing the Journey
Carlisle Infant School’s attachment and trauma-aware journey is ongoing. The school
remains committed to ensuring every pupil feels safe, understood, and supported to
flourish emotionally and academically, building resilience and fostering a love of
learning.
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