Hackbridge Primary School began its trauma-informed and attachment-aware journey in 2023 with one clear aim: to build a school culture where every child feels emotionally safe, understood and ready to learn. Two years later, the impact of this work is visible not only in the calmness of our classrooms, but also in improved attendance, behaviour, wellbeing and attainment outcomes. Our journey has been slow, steady and deeply intentional, ensuring that relational practice is not an initiative, but a way of being.
Our starting point was clear. Following the COVID-19 pandemic, behaviour incidents were rising, staff confidence had decreased, and children were struggling to express how they were feeling. Suspensions and incidents of “disturbing the learning of others” were increasing, and both staff and families felt the strain. We knew that without a strong foundational understanding of emotions, no strategy would truly embed.
We therefore began with emotional literacy. Pupils engaged in weekly feelings assemblies, exploring one emotion at a time, linking it to high-quality literature and developing an understanding of the bodily clues and behaviours connected to different emotions. Staff used shared resources and professional development time to refine and adapt this work within their learning spaces. Over time, pupils developed a rich emotional vocabulary and growing confidence in expressing how they felt, a crucial stepping stone towards regulation.
Once these foundations were secure, we carefully introduced the Zones of Regulation approach. Daily check-ins became meaningful conversations rather than simple colour coding; calm spaces evolved into regulation stations; and staff training in PACE and de-escalation strategies ensured emotionally attuned responses during moments of dysregulation. Solution Circles, Educational Psychology support, governor training and regular review points helped sustain momentum through a genuinely whole-school approach.
One of the most transformative aspects of our relational journey has been the redesign of transitions. Carefully structured meetings between pupils and new teachers, clear relational guidance for staff, and our dedicated Week 0 at the start of each academic year allow relationships to be prioritised before curriculum demands begin. Termly resets at the start of each term further reinforce routines, expectations and emotional security. Visitors regularly comment on the warmth of relationships across the school, something we protect fiercely by ensuring kindness, curiosity and predictability remain non-negotiables.
The impact has been significant. Incidents of “disturbing the learning of others” have reduced by 25%, and internal suspensions linked to persistent disruption have halved. Attendance is now above national averages, persistent absence has decreased by 4%, and pupils with trauma or attachment needs are achieving progress rates that exceed their peers in several subjects. Staff confidence has increased considerably; staff report feeling confident in managing dysregulation, and support staff now play an active and confident role in co-regulation.
As we become an ARC Learning Hub, we look forward to sharing our journey, not as a model of perfection, but as evidence that slow, relational and emotionally literate practice can transform a community. We hope our learning inspires others to build cultures where connection comes before correction and every child knows they belong.