What We Do
Trauma-Informed GCED: A Universal Entitlement offers a range of bespoke services for schools, education organisations, families, and professionals. All work is grounded in the framework's core principles: de-stigmatising trauma and neurodiversity, building safety as the foundation for learning, and bringing everyone in a child's life into genuine collaboration.
Working With Us
Every child's situation is different. Every school's culture is different. Every family's experience of navigating educational and clinical systems is different. The services below are offered as starting points — in practice, most engagements are bespoke, shaped by what you actually need rather than what fits a pre-existing package.
If you are not sure which service is right for you, get in touch. The first conversation is always free.
Our Services
Bespoke Trauma-Informed Curriculum Writing
For schools, curriculum leads, education charities, and awarding bodies.
We design and write bespoke curriculum frameworks, schemes of work, lesson plans, and classroom resources that embed the Three-Zone Polyvagal Model and DBT skills explicitly and coherently across a subject, year group, or whole school.
This is not trauma-informed practice added as a layer on top of existing curriculum. It is curriculum designed from the ground up with psychological safety as the foundational principle — so that every enquiry question, every task, every discussion structure, and every assessment opportunity is built with the nervous system in mind.
What this includes:
Full curriculum frameworks from EYFS to post-16, structured around progressive enquiry and active citizenship
Individual lesson plans with explicit zone coding, DBT skills strands, Safety Toolkit activities, and teacher CPD notes
Resource packs including classroom display materials, activity sheets, recording tools, and home connection resources
Differentiation built in across year groups, ability levels, SEND, SEMH, and EAL needs
Teacher guidance notes and CPD integration throughout
Subjects and areas we work in:
Citizenship, PSHE, Global Perspectives, Life Skills, Social-Emotional Learning, History, Politics, and cross-curricular frameworks incorporating the TIGCED approach.
We currently work with the Association for Citizenship Teaching on the new Primary National Citizenship Curriculum.
Citizenship Curriculum Writing
For primary and secondary schools, MATs, local authorities, and education charities.
Citizenship is one of the most important and most consistently underserved subjects in the national curriculum. Too often it is timetabled inadequately, taught by non-specialists without subject confidence, and treated as a vehicle for personal, social, and health content rather than the serious academic and civic discipline it is.
We bring 25 years of specialist Citizenship, Global Perspectives and Politics expertise — from EYFS through to A Level — to the design of citizenship curricula that are rigorous, progressive, and genuinely transformative.
What this includes:
Whole-school citizenship curriculum mapping from EYFS to KS5
Enquiry-based schemes of work structured around the ACT Citizenship Curriculum Framework
Resources covering democracy and government, rights and the law, identity and diversity, financial literacy, media literacy, and environmental citizenship
Assessment frameworks and progression descriptors
Active citizenship outcomes built into every unit — connecting classroom learning to the real world
Our approach: Citizenship education works best when it is taught as a genuine academic subject with intellectual rigour, not delivered as a series of themed weeks. We design citizenship curriculum that challenges students, demands evidence-based reasoning, and produces young people who are genuinely equipped to participate in democratic life.
CPD: Trauma-Informed Practice for Educators
For schools, MATs, teaching alliances, and education organisations.
The most carefully designed trauma-informed curriculum cannot achieve its potential if the teachers delivering it do not feel equipped, supported, and safe themselves. Teacher wellbeing and student wellbeing are not separate issues.
Our CPD programmes are designed to give educators the knowledge, language, and practical tools to understand trauma and neurodiversity, recognise regulation states in the classroom, and respond with confidence rather than uncertainty.
What this includes:
Half-day, full-day, or twilight CPD sessions for teaching and support staff
Whole-school INSET programmes on trauma-informed practice and the Three-Zone Model
DBT skills for educators: how to use distress tolerance, emotional regulation, mindfulness, and interpersonal effectiveness as classroom tools
Identifying and responding to zone activation — moving from correction to co-regulation
Building a whole-school Safety Toolkit culture
Supporting neurodiverse learners: understanding the relationship between trauma, neurodiversity, and learning behaviour
Bespoke programmes tailored to your school's specific context and needs
Who this is for: All teaching staff, learning support assistants, SENCos, pastoral leads, heads of year, and school leadership teams. Programmes can be designed for primary, secondary, or all-through schools, and adapted for specialist settings including alternative provision and SEMH schools.
What makes this different: Our CPD is not a package delivered from outside. It is designed in genuine collaboration with your school, grounded in what your staff are already doing well and what they need to build on. We do not arrive with a deficit model. We arrive with the assumption that your teachers care deeply — and that what they need is knowledge, language, and tools, not criticism.
Trauma-Informed Advocacy
For families navigating educational and clinical systems on behalf of their children.
Navigating the systems around a child who is struggling — school, SENCO, educational psychologist, CAMHS, specialist provision — can be one of the most isolating, exhausting and traumatic experiences a parent can face. The language is unfamiliar. The processes are opaque. The professionals in the room each hold a piece of the picture, and no one seems to hold the whole. And the child — whose experience is the reason everyone is there — can easily become the subject of the meeting rather than its centre.
We offer trauma-informed advocacy for families in exactly this situation: parents and carers who know their child needs more than they are currently receiving, and who need someone alongside them who understands both the educational and clinical landscape, and who can help translate, navigate, and advocate effectively.
What this includes:
Support preparing for and attending EHCP assessments, annual reviews, and school meetings
Help understanding CAMHS assessments, reports, and recommendations — and what they mean in practice for your child's education
Advocacy in meetings where educational and clinical professionals are present — ensuring the family's voice and the child's perspective are heard and recorded
Support developing home strategies that complement school and clinical provision
Liaison between school, CAMHS, and family to create a coherent, joined-up approach around the child
Our approach: Advocacy is not about being adversarial. It is about ensuring that everyone in a child's life is working from the same understanding, toward the same goals, and with the child's own experience and wishes genuinely at the centre. We bring knowledge of how schools work from the inside, how CAMHS communicates and what it can and cannot offer, and what it feels like to be the parent in that room — because we have been.
This service is available to families in Hampshire and the surrounding area in person, and nationally by video call.
Multi-Agency Collaboration and Liaison
For schools, CAMHS teams, local authorities, and specialist services.
The gap between what clinical services recommend and what schools implement is one of the most significant and most preventable sources of harm in the SEMH landscape. It is not usually a gap of goodwill. It is a gap of language, capacity, time, and mutual understanding — professionals who are all trying to help a child but who are working in different systems, speaking different languages, and rarely in the same room at the same time.
We offer bespoke multi-agency liaison and collaboration support: working alongside schools, CAMHS teams, families, and other professionals to build the shared understanding and coordinated approach that individual children need.
What this includes:
Facilitating multi-agency meetings around individual children — ensuring all voices are heard and the child's perspective is centred
Developing joined-up support plans that are realistic for schools to implement and coherent with clinical recommendations
Building shared language between educational and clinical professionals — so that a CAMHS recommendation about distress tolerance, for example, is understood and implemented consistently across home and school
Supporting schools to develop whole-school cultures and structures that make it easier to identify, respond to, and support children with SEMH and neurodevelopmental needs
Consultancy for CAMHS teams wanting to develop school-facing resources or training
Our approach: Every professional in this space is working within significant constraints. We do not add to the burden — we help reduce it, by creating the connections and shared frameworks that make everyone's work more effective. The child is always the organising principle. Everything else is in service of that.
Bespoke Consultancy
For education charities, NGOs, awarding bodies, international organisations, and policy teams.
We offer bespoke consultancy for organisations working in citizenship education, GCED, PSHE, SEL, and related fields — bringing specialist expertise in curriculum design, trauma-informed practice, and the intersection of the two to projects, programmes, and policy initiatives.
Recent and current consultancy includes curriculum development for the Association for Citizenship Teaching and the development of the TIGCED framework for potential international implementation through UNESCO's Global Citizenship Education programme.
If you are working on something in this space and think there might be a collaboration, please get in touch.
Fees and Availability
All services are offered at rates that reflect the level of experience and expertise involved. Reduced or pro-bono rates are available for state schools, small charities, and families in financial difficulty — please ask.
We are based in Liss, Hampshire, and work in person across Hampshire and the South East. All services are also available nationally and internationally by video call. We are currently accepting new commissions.
To discuss any of the above, please use the contact form or email abi@tigced.org directly.