Improving GCSE outcomes for young people in care and other vulnerable groups through trauma-informed interventions to support agency for learning

由于种种原因，我们目前的教育体系正面临“危机”。排斥率极高（2017/18年度为7900人）（Gov., 2019），媒体充斥着对“非法排斥”的批评（卫报，2018），青少年和年轻人的心理健康问题从未如此严重（NHS, 2018）。不幸的是，但并不奇怪，受这些统计数据影响最大的是我们社会中最弱势、最脆弱的学生，那些处于“边缘”的学生。被照顾的、曾经被照顾过的和“有需要的孩子”的学生的教育成果远远低于他们的同龄人，成为“表现最差的群体之一”（Sebba et al., 2015）。然而，依恋和创伤理论开始对教育提供者和弱势学生一起工作显得至关重要。这一理论背后的神经科学正开始融入社会工作者、学校和研究人员的工作中，并开始为提高弱势学生的成绩提出一条前进的道路。因此，我们的目标是围绕以下研究问题，共同设计一个新的创伤知情计划——即涉及创伤的神经生物学和社会心理遗产：童年创伤对年轻人成功参与长期教育增强计划的能力有什么影响？2. 如何调整现有方案，以最好地满足有创伤后遗症的年轻人的需要，包括对相关专业人员的培训和支持？3. 什么样的“成功里程碑”可以用来评估适应项目对年轻人接受高等教育或其他积极途径的倾向的长期影响？这项研究也希望能给其他教育提供者——比如学校——提供一些启示，让他们的课程也能了解创伤，并改善结果。

For many reasons, our current education system is reaching a 'crisis'. Exclusion rates are sky high (7,900 in 2017/18) (Gov., 2019), the media is full of criticism of 'illegal exclusion' (Guardian, 2018), mental health difficulties in tenneagers and young adults have never been higher (NHS, 2018). Unfortunately, but not surprisingly, the most affected by these statistics are the disadvantaged, most vulnerable, students in our society, those that lie 'on the fringes'. Educational outcomes for looked after, previously looked after, and 'children in need' students are considerably below their peers as 'one of the lowest performing groups' (Sebba et al., 2015). However, attachment and trauma theory is beginning to appear vital for educational providers working with vulnerable students. The neuroscience behind the theory is starting to feed into the work of social workers, schools, researchers alike, and is beginning to suggest a way forward towards increasing vulnerable students' outcomes. The aim would therefore be to co-devise a new programme that is trauma-informed - i.e. engages with the neurobiological and psychosocial legacies of trauma - based around the following research questions: 1. What are the implications of childhood trauma for a young person's ability to engage successfully with a long-term educational enhancement programme? 2. How can existing programmes be adapted to best meet the needs of young people with the legacy of trauma, including training and support for relevant professionals? 3. What 'success milestones' might be used to evaluate the long-term impact of the adaptedprogramme on a young person's propensity to access higher education or other positive pathways?The study would also hope to draw some light onto how other educational providers - like schools - could be adapting their programmes to also be trauma-informed and improve outcomes too.