Trauma‐informed education for pupils with adverse childhood experiences and social, emotional and mental health needs: Special school headteachers' lessons learned from the coronavirus pandemic

Abstract This doctoral study explored headteachers' lived experiences of leading trauma‐informed education in their special schools for pupils with adverse childhood experiences (ACEs) and social, emotional and mental health (SEMH) needs throughout and since the coronavirus (Covid‐19) pandemic. Five headteachers of SEMH special day schools in England participated in semi‐structured interviews in late 2023. Transcripts were examined using interpretative phenomenological analysis. The interviews focused on participants' perspectives on their leadership during and since the pandemic, including in light of Government policy and guidance, and their perceived impacts on their schools, pupils and themselves. Key lessons include recommending that policymakers seek to understand the sector better by consulting those with lived experience of leading, working at, and attending SEMH special schools. In doing so, this understanding should inform smarter policy that better supports pupils with ACEs and SEMH needs in future emergencies. The research also identifies the need to provide more effective support to headteachers during times of crisis.