Working with Trauma and Neurodiversity in Primary Schools
- Developmental trauma, neurodiversity (including ASC and ADHD) and current developments in SEND provision
- Strategies and approaches – projection, containment, PACE, developing a containing culture
- Experience the power of reflective practice in schools
Presented by
Dr Angela Evans
Dr Angela Evans is passionate about helping complex, traumatised, neurodiverse children and those who work with them. She advises and consults to organisations such as Children’s Services and Fostering Agencies, providing therapeutic input, training, supervising and consulting. Central to her focus is understanding this group of children and helping those who work with them to manage the complex task they face every day. She also works directly with families and supervises other therapists.
Dr Evans began her career as a teacher and SENDCo in primary schools. She then trained as a Child and Adolescent Psychoanalytic Psychotherapist at the Tavistock Clinic, and worked for twenty years in an NHS Child and Adolescent Mental Health Service (CAMHS), specialising in Looked After Children.
Dr Evans is a peer reviewer for the Journal of Child Psychotherapy and a published author.
“Dr Dr. Angela Evans has been an invaluable asset to schools across Sutton…Her sessions go beyond delivering knowledge; they encourage staff to critically examine their own approaches, challenge assumptions, and refine strategies to better meet the needs of neurodiverse pupils, including those with ASC and ADHD. The afternoon focus on reflective practice has been particularly powerful, enabling school teams to develop sustainable, thoughtful, and responsive approaches that foster resilience and success for all learners.”
– Jane Morgan, Head of SEND Support and School Improvement
Training objectives and outcomes
After attending this training day, attendees will understand and be able to implement strategies around:
- early child development
- the social, emotional and cognitive development of a primary age child
- the effects of mental health difficulties and developmental trauma on the child
- definitions and models of neurodiversity
- the brains of children with ASC and ADHD
- the current context of EHCPs and SEND needs
- projection and containment
- PACE approach
- teamwork
- nature and the arts
- a containing culture in schools
- the impact of stress on teaching staff
They will have witnessed a reflective practice group and had a chance to participate in one themselves, enabling them to feel confident enough to incorporate the practice into their educational settings.
Overview
Our focus is the primary school child. Using neuroscience and attachment theory, we develop an understanding of the expected social, emotional and cognitive development of primary age children and how this is affected by early years experience. We look at the mental health issues of the primary age group and the significant impact of trauma and neurodiversity on their development.
We explore developmental trauma and how it impacts a child’s internal beliefs about themselves and their world, and how their social functioning and ability to learn is affected.
We consider neurodiversity, particularly Autism Spectrum Condition (ASC) and Attention Deficit Hyperactivity Disorder (ADHD), looking at how neurodiverse children can operate differently to their peers. There is an explanation of definitions and models using neuroscience research and insight from the Anna Freud Centre.
We explore recent SEND needs research that makes clear how many children with or without EHCPs are struggling with ASC, Social, Emotional and Mental Health needs (SEMH), including ADHD, and Speech, Language and Communication (SLC) needs.
We further explore strategies and approaches, including awareness and application of projection and containment, PACE approach (Dan Hughes Dyadic Developmental Psychotherapy model), teamwork, nature and the arts, a containing culture in schools and the impact of stress on teaching staff.
A proven strategy unique to this training is the experiential learning of reflective practice groups.
- Reflective practice groups can be used effectively by School Leaders, Learning Support Assistants, SENDCos and other staff to support complex children in their schools.
- Reflective practice can easily be incorporated into a school setting, used regularly, facilitated by SENDCos (or equivalent) and need take no longer than twenty minutes.
- This model has been used successfully by Child and Adolescent Psychotherapists for many years, and is particularly relevant for adults working with children with neurodiversity, trauma and SEND needs
- The focus is on looking at emotions and underlying dynamics around human relationships, leading to increased confidence in staff and the creation of effective strategies
Feedback from delegates
SENDCo
“Loved being able to watch a reflective practice group. Helped visualise how it would work at my school… Helped to support me with a child in my own class.”
SENDCo
“Great training! Very informative and it has given me another way of thinking. Especially with the reflective practice. I look forward to… bringing new tools to my practice.”
SENDCo
“Thank you for your insightful delivery today. You covered so many areas in such a factual way. You allowed us time to think and reflect about our own practice.”
SENDCo
“Watching a reflective practice conversation actually take place was very valuable… This was very informative and helpful and I will definitely use the strategies you suggested in school.”
Date and location
- Friday, June 13 2025
- 9:30am to 3:30pm
- Lunch and refreshments provided
- Diplocks Hall, The Diplocks, Hailsham, East Sussex BN27 3JY
Fee
Per delegate
- 1-2 delegates – £150.00
- 3+delegates – £120.00
Fill out the simple form below now to express interest, reserve spaces and qualify for a 10% discount on these prices when booking is confirmed. Or email admin@angelaevans.org with any questions or requests for further information.
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