Systems Generated Trauma Survey

Cerebra and the University of Leeds are collaborating on research that seeks to better understand the extent to which parents of disabled children experience trauma as a result of navigating the various social welfare and education systems with which they have to engage. 

‘Trauma Informed Practice’ is a phrase increasingly used by public bodies to convey their awareness that many of those with whom they interact have experienced life changing traumas.  As a rule, the traumas referred to are ‘other’ – in the sense that they are the result of adverse childhood experiences, domestic violence, mental health difficulties and so on.

A positive aspect underpinning the idea of Trauma Informed Practice is to remind practitioners of the prevalence of trauma in society so that they can recognise the signs and symptoms of trauma in individuals with whom they interact and enable them to respond sympathetically and in a way that avoids re-traumatising them.  

‘Systems Generated Traumas’

Concern has, however, been expressed about many such initiatives in that they fail to acknowledge, that many users of public services identify their most traumatising experiences as the way they have been treated by the public bodies that they had approached for support.  For parents of disabled children, examples of these negative experiences can include: being prosecuted when their disabled child is ‘school refusing’; being refused support by children’s services when in desperate need, but then having their home inspected and their children interviewed for child protection purposes; being accused of fabricating or inducing their child’s illness (FII) because they have requested a second opinion from a health professional; being unable ‘to access justice’ to gain redress for the damage done by behaviour of this kind – to name a few.  

This short survey seeks to assess the extent to which families have had unnecessarily upsetting experiences in their interactions with the organisations responsible for supporting disabled children and their families – and to assess the nature and extent of these adverse experiences.

Jo Brown is studying for an MA in Education & Social Justice and is seeking participants for her dissertation research survey. Here is Jo's request:

Hi i am a neurodivergent researcher and a parent of neurodivergent children. I am currently in the process of researching school refusal by neurodivergent children and i am looking for participants. The research will examine the attendance guidelines published by the DfE and how they impact neurodivergent children. The aim of the project is to seek revision of these policies to account for the difficulties faced by neurodivergent children within the education system.

There is a short survey to complete and then the option to participate in a follow up interview if you agree.

If your child is neurodivergent, based in the UK and is/has experienced periods of school refusal please consider taking part by clicking on the link below.