Safeguarding Train the Trainer | Trauma-Informed, 2 Days

In brief

The +ProActive Approaches Safeguarding Train the Trainer is a 2-day course that qualifies your staff to deliver our trauma-informed safeguarding training. It goes beyond procedures to explain how trauma shapes behaviour and disclosure, so staff notice more and respond better.

Length: 2 days
Your trainers deliver: trauma-informed safeguarding training, accredited by Highfield
Covers: safeguarding children and adults at risk
For: children's homes, schools, adult social care and other settings supporting people at risk
Difference: safeguarding taught through a trauma-informed lens, not just a list of procedures

Why trauma-informed safeguarding is different

Most safeguarding courses teach the categories of abuse, the signs to look for and who to tell. That matters, and ours covers it. But people who have experienced harm rarely make a neat, direct disclosure. They show it in their behaviour, test whether an adult can be trusted, or say a little and watch what happens.

Trauma-informed safeguarding teaches staff to understand those signals and respond in a way that keeps the door open.

Behaviour as communication

Changes in behaviour are often the first sign that something is wrong. Staff learn to read them as a possible signal, not just a problem to manage.

Why disclosure is hard

Trauma affects memory, trust and the words people use. Staff learn why disclosures are often partial, delayed or indirect, and how not to close them down.

Responses that do not re-traumatise

How to listen, what to say and what to avoid, so that reporting a concern does not add to the harm.

Relationships as protection

Trusted adults are one of the strongest protective factors. Staff learn how everyday relationships make it safer for people to speak.

Read more about our approach to trauma-informed practice.

What your trainers will deliver

Law and guidance

The legal and statutory framework for your setting, including Working Together to Safeguard Children, Keeping Children Safe in Education for schools, and the Care Act 2014 for adult services.

Recognising abuse and neglect

Physical, emotional and sexual abuse, neglect, exploitation and harm outside the home, plus the wider categories in adult safeguarding, such as financial, discriminatory and organisational abuse and self-neglect.

Trauma and its impact

Adverse childhood experiences, the stress response, and how trauma shapes behaviour, trust and disclosure.

Responding to a disclosure

Listening, staying calm, not promising secrecy, and knowing exactly what to do next.

Recording and reporting concerns

Clear, factual records and the right route to your safeguarding lead, every time.

Professional curiosity and staff wellbeing

Asking the next question, escalating when you are not satisfied, and looking after yourself after difficult conversations.

What the 2 days cover

Knowing the course content, the law and the trauma-informed approach well enough to answer difficult questions
Delivering sensitive material safely, including how to support colleagues for whom it is personal
Tailoring the course to the guidance and procedures that apply to your setting
Running discussions and case studies that build confidence, not anxiety
Practice delivery, with feedback and assessment before you are signed off

A note on accreditation

A train the trainer course is not accredited in its own right. The accreditation belongs to the course your trainers deliver, and our trauma-informed safeguarding course is accredited by Highfield.

Pair it with recording and reporting

A safeguarding concern is only as good as the record of it. You can qualify the same trainers in safeguarding and in recording and reporting, so staff learn to notice, respond and write it down clearly.

See the recording and reporting train the trainer course.

What people say about our training

“The result is a more settled start to the day for the staff team and pupils. Clear direction for the team on how to approach analysis of behaviour and troubleshoot proactively rather than reactively. An increase in stability within each team, increased attendance and focus in lessons, better communication and ultimately it has empowered the team and my SLT to take responsibility and ownership. We are only half a term in and the indications are that this is a brilliant process for our school. My team have relished the consistency and space to have these discussions and it has been nothing but a positive drive forwards towards outstanding.”

Louise Bethel, Head Teacher, The Spires School

“Ofsted was very successful, I am very pleased with the judgement. I have always known that we are on a journey that would take five years. So with two years complete, we have made remarkable progress. Once again, thank you for all your help and support. What you've brought to the organisation is what Aristotle would call phronesis: the complicated interplay between theory and practical judgement. Thank you.”

Graham Maher, Head Teacher, St Edwards School

“Everyone left the course feeling inspired and motivated. Thank you, the course was, in my opinion, excellent and I felt that everyone left the course feeling inspired and motivated thinking ‘what can I do better to be a superstar?’. That in itself gives a clear indication of the quality of the material from the course and the way you delivered it.”

Sharon Broadley, Registered Manager, The Ryes Education and Children's Homes

“The trainers knowledge and experience are phenomenal. No questions went unanswered. I think anyone who works with any kind of vulnerable adult or child will benefit from this course.”

Rebecca Gardner, Home Manager, Oracle Care & Education