Calming the Storm: A Systematic Review of Trauma-Informed Scaffolding and De-Escalation Strategies for Children with ASC, ADHD and SEMH Needs in UK Specialist Educational Settings

Childhood trauma is increasingly recognised as a significant factor influencing behavioural and emotional outcomes in educational settings, particularly among pupils with Autism Spectrum Condition (ASC), Attention-Deficit/Hyperactivity Disorder (ADHD), and Social, Emotional and Mental Health (SEMH) needs. Although policies have increasingly endorsed trauma-informed approaches, there is still little understanding of how these approaches are applied in specialist education in the UK. As a result, this study sought to critically explore trauma-informed scaffolding and de-escalation approaches for these pupils.
The study used a qualitative systematic review approach, incorporating eight peer-reviewed articles between 2015 and 2025. Thematic synthesis was employed to analyse the data and identify common themes, inconsistencies, and research gaps.
The study finds that while behavioural dysregulation is commonly associated with trauma, it is better understood as an interaction between trauma, neurodevelopmental factors, and environmental influences. Although scaffolding and de-escalation strategies were commonly viewed as positive, they were not always consistent, well-tailored to neurodiverse students, or unaffected by contextual factors (such as a lack of resources and staffing) that often impact specialist education settings. Furthermore, there was a disconnect between theory and practice with teachers sometimes falling back on behaviourist practices when under stress.
The study concludes that trauma-informed practice remains conceptually strong but operationally underdeveloped within specialist educational settings. It emphasises the need for more specific and contextualised frameworks and robust empirical evidence for better implementation. The study provides a more nuanced and practical perspective on trauma-informed educational approaches.

Trauma-informed practice, Trauma-informed education, Scaffolding strategies, De-escalation, Autism Spectrum Condition (ASC), Attention-Deficit/Hyperactivity Disorder (ADHD)

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