Understanding and supporting pupils with early trauma during the Christmas build-up
Imagine you are seven years old. It is mid-November and the classroom is starting to change. The first Christmas songs have begun in assembly, the glitter boxes have reappeared, and there is talk of the nativity play, the party and “fun Fridays.” The energy feels different, louder, faster, more exciting. For many children, that excitement is part of the fun. But for others, it can also become too stressful.
Children who have experienced early trauma, including those who are adopted, in kinship care or living under Special Guardianship Orders, often struggle to regulate strong emotions, and that includes excitement. When everything feels heightened, the noise, the changes, the anticipation, it can quickly lead to overstimulation and dysregulation. What feels joyful to one child can feel overwhelming or unpredictable to another.
Why the festive season can be difficult
The final weeks of term are often a time of high energy, full of sensory stimulation, shifting expectations and changes to routine. For most pupils this adds to the enjoyment of school life. For children who rely on predictability and emotional safety, however, it can create stress.
Research into early adversity shows that chronic stress in early childhood can influence how a child responds to change and processes emotion. When the environment becomes unpredictable, the brain’s alarm system can activate more quickly, leading to strong emotional or behavioural reactions. What looks like excitement that spills over, or sudden defiance, may actually be a child’s nervous system trying to manage overstimulation or a loss of routine.
What the evidence shows
Findings from the Adoption UK Barometer 2025 highlight the challenges that many children with early trauma continue to face in school:
- 84 percent of adoptive parents say their child needs more support in school than their peers
- 42 percent of adopted children missed school in 2024 because of wellbeing or mental health concerns
- 20 percent attended school on part-time timetables, a continuing increase
- Only 32 percent of parents knew their child’s school had received training on trauma or attachment
Although these figures relate specifically to adopted children, similar patterns are often reported for children in kinship care and for those subject to Special Guardianship Orders. Their early experiences may differ, but the impact on emotional regulation, learning and relationships can be very similar.
Understanding behaviour through a trauma-informed lens
Children with a history of trauma often show differences in attention, emotional regulation and social interaction. During busy periods, such as the lead-up to Christmas, these differences may become more visible. Teachers may notice:
- heightened sensitivity to noise, touch or change
- difficulty with transitions or special events
- signs of withdrawal or emotional shutdown
- apparent defiance or dysregulation when routines are altered
Recognising these behaviours as stress responses rather than deliberate misbehaviour helps staff respond with empathy and structure. Predictability, connection and calm adult responses are key protective factors.
The role of teachers and schools
Schools play a central role in helping children with early trauma feel safe and understood. The Adoption UK Barometer 2025 found that 55 percent of adoptive parents felt teachers understood their child’s needs, which is encouraging, but it also shows that many staff may still feel under-equipped.
A trauma-informed approach does not require major changes. It is built on small, steady practices, such as keeping routines predictable, using warm and consistent interactions, offering calm co-regulation during heightened moments, and approaching behaviour with curiosity rather than judgement.
These strategies help pupils feel secure throughout the year and are especially important during busy periods like the Christmas term, when emotions, excitement and sensory demands can increase significantly.
Practical strategies for supporting pupils during the Christmas build-up
Schools can make the festive period feel more manageable for pupils who have experienced early trauma by making small, intentional adjustments. Helpful approaches include:
- Keep core routines consistent wherever possible, even when the timetable becomes busier
- Share visual schedules or simple explanations about upcoming changes to support predictability
- Provide advance notice of special events, rehearsals or non-uniform days
- Offer low-stimulation or quiet spaces where pupils can take a brief break if they feel overwhelmed
- Maintain access to a trusted adult, such as a key member of staff, for regular check-ins
- Support transitions carefully, for example by preparing pupils before moving to a new activity or space
- Be mindful of sensory load, such as loud music, flashing lights or crowded spaces
- Use calm, co-regulating adult responses when pupils are excited, distressed or dysregulated
- Keep expectations clear and steady, reinforcing boundaries in a warm and predictable way
- Communicate with parents and carers about upcoming events or changes so they can prepare their child and share any individual needs or concerns
- Be sensitive to different family experiences, avoiding assumptions about Christmas traditions or who a child may be spending the holidays with
- Offer alternatives or opt-ins for activities that may feel emotionally complex, such as family-tree tasks, card-making, or events involving relatives
Professional training and practical support
Many school staff understand the importance of emotional wellbeing but feel unsure how to translate trauma and attachment theory into day-to-day practice. Professional training helps bridge that gap, offering structured, evidence-based tools that integrate with existing policies and behaviour frameworks.
Our Trauma-Informed Classrooms CPD course provides a concise introduction to trauma and attachment in education. Delivered online by clinical psychologists, the one-day session explores:
- the psychological impact of early adversity
- identifying trauma-related behaviour in school
- strategies for emotional regulation and empathic discipline (PACE and logical consequences)
- embedding trauma-informed approaches across the school community
The training is practical and accessible, designed for teachers, SENCOs, support staff and leaders in primary settings.
A calmer close to term
The run-up to Christmas will always be busy, but it can also be an opportunity to strengthen relationships and emotional safety. With a trauma-informed approach, schools can support every child who has experienced early adversity, helping them to finish the term feeling secure, connected and ready for a break.
Understanding why some children struggle at this time of year is not about lowering expectations. It is about creating conditions where all pupils can meet them.