School responses towards children in residential care: a multiple case study through inclusion and trauma-informed lenses

Abstract

Research has highlighted a significant gap in the academic performance of children in care compared to their peers. However, relatively few studies have placed the role of schools at the centre of their analysis. Drawing on inclusive education and the trauma-informed school approach, this article presents a multiple case study based on three primary schools that have children in residential care among their students. Thematic analysis led to five key themes: 1) The school context matters, 2) Interventions based on bonding yet lacking structural responses, 3) Academic field under control, although far from inclusion, 4) Difficult behaviours as the biggest challenge, 5) Need for training and information. Results highlight the need for greater awareness and presence in schools of inclusion and the trauma-informed school approach. A cultural change in schools is needed. Training and professional development can contribute to this end by addressing professionals´ attitudes and mindsets. Moreover, the Spanish public education system should review its staffing policies, as frequent teacher turnover undermines the development of stable and cohesive teaching teams working towards shared values and goals.