By Helena Dolphin, Regional Therapeutic Lead at Compass Community Schools
Assessing and Healing Complex Trauma (AHCT) is a framework used across Compass Community Schools to help us understand, assess and support children as they recover from the effects of complex trauma. It is trauma-informed and child-led, with a strong emphasis on developing safety, trust and positive relationships. At Compass Schools, we recognise that these relationships create the foundations children need to develop, learn and thrive.
Complex trauma refers to repeated or prolonged traumatic experiences, particularly when they occur within relationships that should be safe, such as those with parents or carers. It is sometimes called developmental trauma because it happens during important stages of a child’s development.
Unlike a single traumatic event, complex trauma occurs over time and can affect how the brain develops and functions.
Complex trauma can have a significant impact on development, shifting a child’s focus from learning and growth to survival.
Children may struggle with emotional regulation because they have not experienced enough co-regulation to develop these skills. Their nervous system can become highly alert to perceived danger, so they may move quickly from appearing calm to becoming overwhelmed or distressed. Others may appear withdrawn or shut down because suppressing emotions has become a way of staying safe.
Their senses may also become heightened as they scan for potential threats. This hypervigilance can be exhausting and make everyday situations feel unsafe.
Relationships can be particularly challenging. Children who have experienced complex trauma may have learned that adults are unpredictable or unsafe, making trust difficult. This can affect their relationships with adults and peers, as well as their self-esteem, confidence and decision-making.
A helpful way to think about this is to imagine the brain as an internet browser with many tabs open. Complex trauma keeps those tabs running in the background, constantly monitoring for danger. This uses valuable mental resources and leaves less capacity for learning, concentration and memory.
When much of a child’s energy is focused on staying safe, reading, writing, maths and listening can become much harder. Relationships at school may also feel challenging because adults and peers can be viewed as potential threats.
Without an understanding of trauma, behaviour can appear unpredictable. However, these behaviours are often adaptive responses developed to help the child survive difficult experiences. School may therefore become another environment that feels difficult to navigate, affecting attendance, engagement and progress.
These experiences can also affect a child’s emotional wellbeing and engagement with school.
At Compass, we use AHCT to help children understand their experiences and develop a greater sense of safety, security and wellbeing.
We begin by gathering information from different sources to build a holistic picture of the child. We seek to understand their strengths, needs, history and current presentation so that support can be tailored effectively. We ask, “What has happened to this child?” rather than, “What is wrong with them?”
Assessment considers factors including trauma history, attachment, neurodiversity, cognitive functioning and development. Once needs have been identified, we develop a collaborative therapeutic plan with the child, family and relevant professionals. Together, we agree desired outcomes, identify strengths and decide how support will be delivered and reviewed.
Every member of staff at Compass receives therapeutic training. All pupils participate in weekly therapeutic group sessions led by Therapeutic Pastoral Leads, with content informed by Social and Emotional Wellbeing (SEW) assessments. Many children also receive individual therapy. Therapists work alongside schools and families to develop a shared understanding of the child’s experiences and support a clear, consistent life narrative.
Understanding a child’s therapeutic needs involves building a picture over time. We combine existing information, professional assessments and the child’s history with what we learn through observation and everyday interactions.
We consider patterns rather than isolated incidents: when a child finds situations difficult, how they respond to adults, what helps them feel safe, how they manage change and what happens when they become overwhelmed. This helps us understand what may be driving a response rather than viewing behaviour in isolation.
The child’s perspective is central. Depending on their age, development and communication needs, this may be gathered through conversation, therapeutic work, observation or relationships with trusted adults. Parents, carers and professionals also contribute different parts of the child’s story.
SEW assessments help identify the child’s strengths and areas where further support may be needed. Therapeutic Pastoral Leads, education staff, therapists and other professionals can then consider what may sit underneath those needs and what support may be most appropriate. Assessment is not about attaching a label to behaviour; it is about developing an understanding that guides how adults respond.
AHCT is a shared approach within our wider therapeutic education model, not something delivered by one person or confined to a therapy session. Therapeutic thinking is embedded throughout a child’s school experience through:
This means therapeutic thinking is present in everyday moments: noticing when a child is becoming overwhelmed, adapting expectations, supporting regulation and repairing relationships when trust and safety have been disrupted.
At Compass, therapeutic support is central to everything we do, not an additional service. Education staff, therapists, families and other professionals develop a shared understanding of each child. Team Around the Child (TAC) meetings allow everyone to review progress, discuss concerns and ensure that support remains effective.
For children living in Compass children’s homes, education, residential and therapeutic teams work closely together to promote consistency across every environment. Put simply, everyone works from the same page.
AHCT is particularly relevant when there is a need to understand the broad, interconnected impact of complex trauma. This can include children with social, emotional and mental health needs, disrupted relationships, instability in care or education, or difficulties with attachment, emotional regulation and trust.
The framework helps us build an individual picture rather than assuming trauma will affect every child in the same way.
We want children to feel safer, develop trusting relationships and become more confident in regulating their emotions. As these foundations develop, children are often better able to engage in learning, form positive relationships and make meaningful academic and personal progress.
The aim is not to define children by their experiences. It is to understand their impact, recognise each child’s strengths and create the safety, relationships and opportunities they need to move forward.
Families are a vital part of the team around a child. Parents and carers provide valuable insight into their child’s experiences, strengths, communication and behaviour. Their involvement continues through regular communication, reviews and TAC meetings.
Therapeutic Pastoral Leads can offer opportunities for discussion, support and collaboration. Information shared by families can complete the picture, while observations from school can help make sense of what is happening at home. Open communication gives children a more joined-up approach.
Ultimately, AHCT is about seeing the whole child and remaining curious about relationships, communication, emotional wellbeing, sensory needs, experiences, strengths and aspirations. When children feel safe, understood and valued, and the adults around them work together, we create the conditions for meaningful learning, growth and positive futures.
For some children, a specialist SEN school can provide the smaller, more personalised and therapeutic environment they need.
When children feel safe, understood and valued, they are better able to build relationships, engage with learning and move towards a positive future.
You can find your nearest Compass school to learn more about our specialist provision, or contact our team to discuss whether a therapeutic approach could meet your child’s needs.
