The potential negative consequences of traumatic events do not have to be life-long.

The brain is dynamic and it changes according to what we do and experience throughout our lives. Its impact is greater in childhood, when the brain is still developing. Even in adulthood, we all have the capability to learn, grow and adapt.

Protective factors, such as having supportive relationships and a positive future outlook, can also help shield individuals from the long-term effects of trauma.

Executive function and self-regulation are the core capabilities we all need, to be able to control our impulses, manage conflicting demands, avoid distractions, solve problems and process information from multiple sources.

Moving beyond trauma

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It s never too late to build core capabilities after a challenging start in life. Click here to see a video that explains how this works.

Building positive relationships

When we deny our stories, they define us. When we

own our stories, we get to write a brave new ending.

Brené Brown

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Click here to see a video from NHS Education Scotland introducing the concept of trauma- informed practiceTrauma-informed practice

Building and maintaining relationships are keys to student support.

There are certain strategies we can use to respond appropriately to people who may be affected by trauma which focus on building safe, trustful, supportive, collaborative and empowering relationships.

Trauma-informed practice is grounded in the science of how trauma exposure impacts human development.

To implement this we need to:

Understand the widespread occurrence and nature of trauma.

Recognise the different ways in which trauma can affect people.

Adapt our own approach to respond safely and effectively, and humanise the experience students have within the university.