Trauma-informed care is an approach that shifts the focus from asking "what is wrong with this person" to "what does this person need?" This perspective has become more common in education, even if the term itself isn’t always used directly. Trauma is defined as an event or series of events that a person experiences as harmful or life-threatening, and it can affect a person's mental, physical, emotional, and social wellbeing. In schools, teachers and staff are encouraged to create environments that are culturally sensitive and safe, avoiding situations that might cause a person to relive painful experiences. There is increasing evidence that trauma can significantly affect children’s learning and school experiences. This can manifest in difficulty focusing, challenges in relationships, lower academic performance, and behavioral issues. Trauma has also been linked to a higher risk of suspension or exclusion from school. However, trauma-informed care is not just about specific programs or workshops—it should be embedded in everyday interactions and conversations within the school. In schools, trauma-informed care is often promoted through a whole-school approach to mental health and wellbeing. This approach involves all parts of the school—teachers, staff, parents, and students—working together to support children’s mental health. The goal is to make supporting students a shared responsibility and to shift perspectives from focusing on what is wrong with a student to understanding what they might need. This approach is central to creating a more inclusive and supportive school environment. Leadership and management play a key role in implementing this approach. Since 2017, schools have been encouraged to appoint a senior staff member responsible for mental health and wellbeing. These individuals help ensure that trauma-informed practices are integrated into school policies and culture. Training programs, such as those offered by Trauma Informed UK, are available to help staff understand and apply these principles. While guidelines are essential, the most effective trauma-informed responses often come from consistent, positive interactions and small acts of support. A trusted adult can make a significant difference in a child's experience of trauma. This adult can provide a safe space, foster a sense of belonging, and offer empathy and non-judgmental support. These interactions help build resilience and improve mental health. However, for trauma-informed care to be truly effective, it must be deeply embedded in school policies and culture. Approaches like strict zero-tolerance policies, which focus on punishment rather than understanding, are not in line with trauma-informed principles. Despite growing interest in trauma-informed care, there is still a lack of clear guidance on how to implement it effectively across all schools. Differences in school culture, policies, and funding create challenges in creating a national standard. It is important to understand that trauma-informed care is not the same as being trauma-responsive. Trauma-informed is about understanding and awareness, while trauma-responsive involves taking specific actions to meet a child’s needs. Schools should aim to be both trauma-informed and trauma-responsive, ensuring that they are experienced as safe, trusting, and compassionate places by all members of the school community.