This book details an individualised approach to teaching traumatised students. While being trauma informed is an approach gaining interest in the field of education, frameworks that can respond to the individual nature of traumatic experience and explicitly describe responses that open pathways for learning remain a gap in the literature. This book describes a three-phase pedagogical framework to develop the relational and self-regulatory capacity of the student as a prerequisite for learning. It presents a staged approach which directs deep analysis and in-depth understanding of the impact of trauma for each student in their own school and classroom context. This book takes teachers through a step-by-step process which draws on current neuroscience and educator experience, to design intervention strategies that mitigate the impact of early childhood trauma on learning.