This letter from a school principal, shared widely before exam season, means well. It encourages parents to reassure their children that exam results aren't everything. That’s a nice sentiment. But trauma-informed? Not even close. Real trauma-informed content recognises that many children sitting exams are already under immense pressure. Some may be caring for parents. Some may live in unstable housing. Some may be surviving abuse. Telling them to "just relax" or that "they're cut out for much bigger things" can feel dismissive, not supportive. The line “Please don’t take away their self-confidence and dignity” suggests it's “the parent’s fault” if their child feels crushed. That’s not fair or accurate. The system sets children up to believe their worth is defined by grades and this letter does nothing to challenge that structural problem. And what about students who *do* care about maths, English or chemistry but still struggle? Saying "There’s a musician… an athlete… an artist…" implies that you only deserve reassurance if you have a non-academic talent. That’s not trauma-informed. That’s conditional compassion. If we really want to support young people during exams, we should: • normalise distress instead of minimising it • challenge systems that cause harm rather than blaming individuals • provide clarity, safety and validation, especially for those with lived and living experience of trauma And let’s stop confusing "comforting words" with trauma-informed practice. It’s not about platitudes. It’s about power, safety, and dignity, for all. #traumainformed #contentstrategy #digitalinclusion #education #contentdesign #uxwriting #studentwellbeing #traumainformedcontent #inclusivedesign #examsupport | 31 comments on LinkedIn
Adrie van der Luijt
