ACTIVITIES AND RESOURCES

SAFELAB brings together a coherent sequence of professional development activities, innovative learning resources and large-scale awareness actions that collectively aim to transform the capacity of vocational education and training systems to respond to the presence of trauma among learners. The activities have been designed to reinforce one another, beginning with foundational educator training, followed by the development of digital and pedagogical tools, and culminating in community engagement events and dissemination initiatives. Through this structured process, the project ensures that knowledge is not only generated but also shared, applied and sustained within VET institutions across Portugal, Greece and Lithuania.

The activities reflect a commitment to research-informed practice and to the creation of learning environments that promote emotional safety, inclusion and resilience. Educators will participate in intensive training programmes that deepen their understanding of Adverse Childhood Experiences and equip them with practical strategies for building supportive classrooms. The creation of a multilingual and audiovisual Trauma Informed Practice Handbook ensures that knowledge acquired during training remains accessible and can be used for long-term reference. The digital learning platform supports continuous professional development by offering open access to project materials and opportunities for peer exchange.

Beyond the professional development of educators, SAFELAB places significant emphasis on public awareness and community engagement. The Awareness Campaign on Mental Health and Trauma extends the project’s impact beyond VET classrooms by inviting families, communities and stakeholders into dialogue about trauma and its effects on learning. The Healing Through Education events provide national platforms where project results are shared, partnerships are strengthened and educators, policymakers and mental health professionals collaborate on ways to sustain trauma-informed practices.

Together, the activities and resources of SAFELAB contribute to an integrated and sustainable approach that enhances the quality of VET across Europe and promotes the creation of educational environments where all learners can thrive academically, socially and emotionally.

Keys Activities

Introduction to Trauma and ACEs in Education (Lithuania)

 

The introductory training on trauma and Adverse Childhood Experiences, hosted in Lithuania, serves as the pedagogical foundation of the SAFELAB project. This multi-day learning experience introduces educators, trainers, VET directors and advisors to the core concepts necessary for understanding how trauma influences cognitive functioning, emotional development and learning behaviours. Participants explore the prevalence of trauma among young people, drawing from studies that demonstrate the strong correlation between ACEs and reduced academic performance, behavioural difficulties and higher risks of early school leaving.

 

During the first phase of the training, participants examine the nature of trauma and its manifestations in educational contexts. They gain insight into how trauma affects brain development, attention, memory, decision making and the ability to regulate emotions. Educators learn to recognise behavioural indicators that may signal distress, such as avoidance, withdrawal, hypervigilance or inconsistent engagement. This foundational knowledge is essential for developing sensitivity and confidence in working with learners who have experienced adversity.

 

The second phase focuses on identifying trauma touchpoints in VET environments. Through guided analysis, discussions and real-life examples, educators reflect on how classroom routines, communication styles and institutional practices can either support or challenge vulnerable students. They also learn to assess classroom contexts and educational interactions with a trauma-informed perspective.

 

The final phase introduces practical strategies for creating supportive educational settings. Participants develop skills in establishing emotionally safe spaces, building predictable routines, fostering trust and maintaining supportive communication. Case studies and role-play exercises allow participants to apply these strategies and to practice responding to hypothetical situations that educators commonly encounter.

 

The training promotes peer learning and cross national exchange, allowing educators from Portugal, Greece and Lithuania to share their experiences and learn from different educational practices. The outcome of this activity is the development of a well-prepared group of educators who are equipped to integrate trauma-informed approaches into their daily work, forming the basis for the broader institutional impact that SAFELAB seeks to achieve.

The Trauma Informed Practice e-Handbook represents one of the core intellectual outputs of SAFELAB and is designed to serve as a comprehensive, multilingual and highly accessible resource for VET educators across Europe. The handbook translates research, training content and international good practices into practical guidance that educators can use to recognise and respond to the effects of trauma in learning environments. Its structure reflects the project’s commitment to clarity, usability and long-term sustainability.

 

The handbook begins with an introduction to the concept of trauma and its relevance in vocational education. Educators are guided through an understanding of how traumatic experiences shape behaviours and learning patterns. This section also synthesises research findings, including the evidence base on ACEs presented in the proposal, which highlights the long-term consequences of childhood adversity on academic performance and emotional well-being.

 

A key feature of the handbook is its practical orientation. It contains a large collection of strategies that teachers can implement immediately, including approaches for creating emotionally supportive classrooms, communicating with sensitivity, establishing predictable routines and designing learning activities that reduce anxiety and increase engagement. Case studies illustrate real scenarios drawn from VET contexts, allowing educators to reflect on the often complex situations they encounter.

 

Audiovisual content plays a central role in the handbook’s accessibility. Short explanatory videos, visual diagrams and interactive components ensure that users with diverse learning preferences can benefit from the material. The resource is available in the languages of all partner organisations to ensure that linguistic barriers do not limit its impact.

Another critical element of the handbook is its adaptability. It is designed as a living document that can evolve alongside emerging needs and new knowledge. As educators use the handbook, their feedback informs updates and refinements, which strengthens its long-term relevance.

 

The handbook contributes to the sustainability of trauma-informed education by ensuring that the skills and insights gained during SAFELAB’s trainings remain available to educators throughout their careers. It also supports institutional development by offering schools a structured reference that can inform policies, teaching guidelines and strategic planning. Through its clarity, accessibility and evidence-based foundation, the handbook is expected to become a widely used tool within European VET systems.

The advanced training on creating safe and supportive learning environments, held in Portugal, builds upon the foundational knowledge gained during the introductory training in Lithuania. This activity deepens educators’ understanding of trauma-informed pedagogical principles and equips them with advanced strategies for embedding these principles into everyday classroom practice. The training recognizes that educators work within complex institutional contexts and therefore provides a comprehensive framework for applying trauma-sensitive approaches in real and dynamic learning environments.

 

Participants begin by revisiting core concepts related to trauma and ACEs, enabling them to refine their understanding and reflect on how these issues manifest in vocational education. They engage in discussions about resilience, emotional regulation and learner motivation. This creates a strong grounding for exploring more advanced pedagogical techniques.

 

The training highlights specific methods for developing emotionally safe environments. Educators learn how to design classroom structures that provide predictability, stability and reassurance for students who may be experiencing emotional difficulties. They examine communication strategies that foster trust, connection and respectful dialogue. Educators also explore approaches to restorative interactions, conflict resolution and positive behaviour support that strengthen student relationships with peers and teachers.

 

A significant component of this training is the collaborative element. Educators participate in group exercises that simulate challenging classroom situations. Through guided role-play, they practice responding to scenarios involving emotional distress, conflict, disengagement or behavioural escalation. These activities encourage participants to apply trauma-informed principles with confidence and reflect critically on their teaching practices.

 

The training emphasises the importance of collaboration with families, community organisations and mental health professionals. Educators learn how shared responsibility for student well-being enhances learning outcomes and creates holistic support systems.

By the end of the training, educators are better equipped to cultivate inclusive and resilient learning environments. They gain the confidence, skill and clarity necessary to implement trauma-informed approaches in ways that support every learner. This training is expected to contribute to institutional change by encouraging schools to adopt consistent and compassionate educational practices.

The Awareness Campaign on Mental Health and Trauma, coordinated in Greece, broadens SAFELAB’s impact by engaging the public, families, mental health professionals and community organisations in meaningful dialogue about the role of trauma in education. This activity acknowledges that trauma-informed teaching is most effective when supported by a knowledgeable and engaged community. For this reason, the campaign extends project efforts beyond the classroom and into the wider social environment.

 

The campaign combines digital communication strategies with in-person workshops to reach a diverse audience. Through social media, educators, parents, youth organisations and members of the public are introduced to accessible information about mental health and ACEs. Infographics, short educational videos, expert interviews and question and answer sessions encourage reflection and discussion. These materials are designed to reduce stigma, increase understanding and inspire community members to provide supportive environments for young people.

 

In addition to digital dissemination, local workshops take place in each partner country. These workshops bring together educators, community organisations, mental health specialists and stakeholders to explore trauma-informed approaches. Participants learn about the signs of emotional distress, appropriate supportive responses and the long-term consequences of unaddressed trauma. They also exchange experiences and identify opportunities for collaboration at community and institutional levels.

 

The campaign aims to strengthen community literacy regarding trauma, promote empathy and encourage responsibility for supporting young people. It helps families and community actors understand how trauma affects educational trajectories and why certain behaviours require sensitivity rather than punitive responses. Stakeholders are encouraged to reflect on their own practices and consider how they can contribute to more supportive community structures.

 

Ultimately, the campaign contributes to a cultural shift in how mental health is perceived and addressed. By increasing public dialogue and promoting compassion, SAFELAB reinforces the connection between emotional well-being and educational success. The campaign’s influence is expected to endure beyond the project through ongoing digital access to its materials and through strengthened networks of informed stakeholders.

The Healing Through Education events represent the culmination of SAFELAB’s awareness and dissemination efforts. These national ACEs Awareness Days take place in Lithuania, Greece and Portugal, and serve as major platforms for presenting project results, sharing knowledge and inspiring long-term adoption of trauma-informed practices. Each event is designed to engage educators, policymakers, mental health professionals, community organisations and the broader public.

 

During each Awareness Day, participants are introduced to the project’s objectives, methodologies and achievements. Presentations highlight the findings of the educator trainings, insights from the development of the Trauma Informed Practice Handbook and the results of the Awareness Campaign. Attendees gain a clear understanding of the significance of trauma-informed education and the real changes that can be achieved through sustained commitment.

 

The events feature interactive workshops where participants explore trauma-sensitive teaching strategies and reflect on the challenges encountered in their own contexts. These workshops foster dialogue between educators and specialists, encouraging the exchange of practical solutions and the identification of future cooperation opportunities. Participants also engage in discussions about policy implications and the importance of embedding trauma-informed approaches into institutional and national education frameworks.

 

A central aim of the Awareness Days is to promote collaboration. Stakeholders from different sectors meet, network and consider collective actions that can support young people experiencing adversity. This multisectoral interaction strengthens the sustainability of the project’s outcomes by encouraging shared responsibility among educational, social and community actors.

 

The events are designed to be highly visible within each country. Through media promotion, social media communication and local engagement, the Awareness Days raise public understanding of ACEs and reinforce the importance of emotional well-being in education. The project seeks to inspire long-term cultural change by demonstrating that trauma-sensitive education benefits not only students but entire communities.

By bringing together diverse voices and showcasing concrete achievements, the Healing Through Education events contribute to sustained awareness, policy influence and a stronger foundation for trauma-informed practice across Europe.