Over the past two decades, trauma-informed practices have emerged as a transformative approach in educational settings, aiming to support children impacted by trauma while fostering inclusive and positive school climates. This movement was initially inspired by the landmark Adverse Childhood Experiences (ACE) study, which illuminated the pervasive impact of childhood adversity on long-term health and development (Felitti, Anda, Nordenberg, et al., 1998). However, the translation of these findings into schools, referred to as the "first wave" of trauma-informed practices (Chafouleas, Pickens,& Gherardi, 2021), has faced criticism for its individualistic and decontextualized focus, limiting its potential to drive systemic change.

In response to these limitations, this paper advocates for a "second wave" of trauma-informed research and practice in education, one that is grounded in a relational and embodied ontology (Varella, Thompson & Rosch, 1991). This philosophical foundation recognizes that human experience—including trauma—cannot be understood in isolation from the body or the web of relationships and social contexts in which we are inevitably embedded (O’Toole & Simovska, 2022). Building on these foundations, this article introduces the EMBRACE framework, a compassion-centered model designed to guide trauma-informed initiatives in schools. EMBRACE (EMBodied and RelAtional trauma-informed practice in sChool Environments) offers a flexible, non-prescriptive approach to embedding trauma-informed practices in schools.

This conceptual paper adopts a state-of-the-art review approach to explore trauma-informed practice in schools, integrating existing literature with practical insights and professional expertise to bridge theory and practice (Grant & Booth, 2009). It synthesizes key concepts, empirical findings, and practice-based knowledge to critically examine and refine the understanding of trauma-informed education, pointing to priorities for the future. By integrating research with real-world application, this paper aims to provide a cohesive and actionable framework for educators, researchers and policymakers committed to fostering trauma-informed school environments.

The EMBRACE Framework is represented by concentric circles. The inner circle represents the practice-level, emphasising the changes that individual practitioners can make to embed trauma-informed ways of working into their own individual practice. At its core is a compassion-centered approach, emphasizing a paradigm shift from isolated interventions to a holistic model that prioritizes compassionate relationships, creating the conditions for key trauma-informed principles to be meaningfully enacted: safety, trustworthiness and transparency, collaboration and mutuality, peer support, voice, choice, and empowerment, as well as cultural humility and respect for diversity (Harris & Fallot, 2001; SAMHSA, 2014). To support these principles in practice, the Framework places a strong emphasis on reflective practice and co-design, ensuring that trauma-informed approaches are thoughtfully integrated into everyday interactions. Furthermore, it is explicitly grounded in commitments to equality, diversity, inclusion, and children’s rights in education, reinforcing the importance of creating environments where all individuals feel valued, heard, and supported (O’Toole, 2022). The outer circle represents organizational-level change, focusing on embedding trauma-informed principles throughout the entire school system. Taking a systemic approach, EMBRACE emphasizes a continuum of support (also known as a multi-tiered system of support), ensuring that trauma-informed practices are integrated at multiple levels. The Framework highlights the need for coordinated and adaptive changes across four interconnected areas of school practice: curriculum and pedagogy, relationships and partnerships, school culture and climate, and policies and procedures (Department of Education, 2019). Rather than a one-time intervention, trauma-informed practice is presented as an ongoing, evolving process that requires the right conditions and facilitators to sustain meaningful and lasting change. EMBRACE is positioned within broader efforts to promote the wellbeing of the entire school community, ensuring that schools are inclusive, supportive spaces where all students and staff can thrive.

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