Mullingar Community College was awarded €5,000 to collaborate with Dublin City University and eight schools* to co-develop trauma-informed, inclusive practices.
Through collaborative CPD, student voice, and resource co-creation, the project aimed to build teacher capacity and improve student wellbeing. Designed using UDL principles, the schools aim to create an accessible and adaptable toolkit, refined through teacher and student feedback. With strong alignment to national policies and a clear sustainability plan, this project offers meaningful, scalable impact across diverse educational contexts.
*List of collaborating schools:
- Templemichael College
- Lanesboro Community College
- Ardscoil Phádraig, Granard
- Ballymahon Vocational School
- Castlepollard Community College
- Columba College, Killucan
- Athlone Community College
- Cornmaddy National School
School’s reflection
The Féilte bursary project to implement Decider Skills across LWETB settings can be considered highly successful, with strong evidence of impact on both staff confidence and student outcomes. Participants consistently reported increased familiarity and confidence in supporting emotional regulation and delivering structured wellbeing skills, with many indicating significant improvements over the course of the year. The frequent use of core strategies such as STOPP, FACTS, and grounding techniques across a range of contexts—including one-to-one support, small groups, and whole-class teaching—demonstrates meaningful integration into practice.
Notably, respondents highlighted positive changes in student behaviour, particularly in improved ability to regulate emotions and de-escalate during crisis moments. Practical examples, such as students independently applying strategies to calm themselves and return to learning, illustrate the real impact on classroom functioning. In addition, many participants reported enhanced classroom climate, reduced stress when supporting dysregulation, and increased professional competence.
While barriers such as time, timetabling, and the need for whole-staff engagement were identified, there is strong intention to sustain and expand implementation. Overall, the project has successfully supported a more consistent, trauma-informed approach to student wellbeing, with clear potential for further whole-school embedding.