New research from the ARC Linkage project is shaping policy and practice in therapeutic residential care, strengthening relationships, safety, and wellbeing for young people in out-of-home care.

Explore how polyvagal theory supports safety, regulation, and ethical reflection in trauma-informed supervision.

Why slow thinking is essential for ethical, trauma-informed practice in fast, high-pressure human service systems.

Why children in out-of-home care struggle to sleep, and what their night-time reveals about trauma, safety, and healing.

Why lived experience, when ethically supported, strengthens trauma-transformative practice, leadership, and organisational culture.

How leaders can move safeguarding from reactive compliance to clear strategy, staged action, and continuous improvement.

Returning to school can be hard for children in out-of-home care. Learn trauma-informed ways to support safety and learning.

See how educators used reflection, curiosity and the brain–body connection to help students return to safety, connection and readiness to learn.

Connecting children to nature and participating in nature play

This blog by Angela Weller and Sharon Duthie explores trauma-transformative practice, showing how it integrates neuroscience, culture, and relational healing to support children and families. It also highlights experiential workshops that help practitioners apply this approach with compassion and therapeutic intent.

A simple toasted sandwich became a moment of connection for a child living with uncertainty. This story highlights how everyday acts of kindness can foster safety, trust and healing for children who need it most.

Explore how trauma moves through therapeutic teams and learn practical strategies to reduce emotional load, support staff wellbeing, and create safer, more reflective workplaces.