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Writer's pictureNeil @ Future Action

Addressing Affluent Neglect: The Role of Trauma-Informed Physical Education

The recent PHASE AP conference was an incredible experience, bringing together educators dedicated to transforming children’s life chances. 

Our founder, Neil Moggan, was honoured to be invited to speak on two important topics: Addressing Affluent Neglect and Beyond The Game – The 5 Cs of Optimising Performance. 

A huge thank you to Justin Hardman and his team for putting on such a brilliant event, and to the delegates for their warm welcome, passion, and openness to exploring new approaches.


It was inspiring to connect with so many educators who are not only committed to their students’ success but are also willing to look deeper, embracing the power of empathy and connection to truly change lives.

This week’s Trauma-Informed Insights focuses on the role that Trauma-Informed PE can play in addressing the unique challenges faced by young people from affluent backgrounds, exploring how we can support their wellbeing and resilience through intentional and empathetic practices.

Understanding Affluent Neglect and Its Emotional Impact

Affluent neglect refers to the emotional neglect experienced by children in affluent families, where material needs are met but emotional support and genuine connection may be lacking. 

This form of neglect can lead to a complex interplay of emotions, including resentment, grief for missed experiences, and guilt. The brilliant psychotherapist Ruth Cohn described this emotional turmoil as a “Bermuda Triangle,” where individuals become trapped in swirling emotions that are difficult to navigate.

In educational settings, students experiencing affluent neglect may exhibit coping strategies characterised by fierce self-reliance.


They often present a façade of competence and wellbeing, making it challenging for educators to recognise their underlying struggles.

This outward appearance of being ‘fine’ can perpetuate the neglect, as their emotional needs remain unaddressed.


Developing a Sense of Belonging through Inclusive Team Activities

In trauma-informed physical education, fostering a sense of belonging is essential for students who may feel isolated or misunderstood.


Inclusive team activities provide students with an opportunity to connect with their peers in meaningful ways, helping them feel valued and included.


Engaging in team-based exercises encourages collaboration, empathy, and mutual support, building a culture where each student recognises their unique contribution and feels that they truly belong.

By creating an environment where students work together towards shared goals, team activities help break down social barriers and build trust.


These exercises give young people a space where they can let go of the pressure to appear perfect, express themselves authentically, and experience the joy of being part of a supportive community.


For students affected by affluent neglect, who may struggle with self-reliance and the fear of not meeting expectations, this sense of belonging can be profoundly healing, reminding them that they don’t have to navigate their challenges alone.


In Trauma-Informed PE, team activities are not just about developing physical skills—they’re about fostering a safe, inclusive space where every student feels seen, heard, and appreciated.


When students feel that they belong, they are better able to engage fully, take risks, and develop the resilience they need to thrive, both in and out of school.

Recognising Symptoms and Providing Support

Students experiencing affluent neglect may exhibit symptoms such as negative self-talk, difficulty accepting compliments, and engaging in release behaviours.

Educators play a vital role in identifying these signs and connecting students with appropriate support systems.


While teachers are not therapists, they can notice when a child is struggling and refer them to specialist counsellors who can provide the necessary assistance.


Addressing the Elephant in the Room: The Challenge of Affluent Neglect and Disorganised-Disoriented Attachment

Discussing affluent neglect can be challenging, especially when engaging with parents who may be unaware or in denial of their child’s emotional struggles.


In cases of affluent neglect, children may develop a Disorganised-Disoriented Attachment Style, where the same person who provides comfort can also be a source of distress.

This style of attachment often results from inconsistent emotional availability, leading young people to feel confused, anxious, and unsure of how to seek support.


The unpredictability of receiving both comfort and pressure from caregivers creates an inner conflict that can leave them struggling to build healthy, trusting relationships with others. For educators, navigating these conversations with parents sensitively is crucial.


Addressing the impact of affluent neglect may challenge deeply ingrained beliefs about what trauma looks like and the unique ways it manifests. Focusing on the child’s wellbeing and the importance of addressing emotional needs alongside academic success can open the door to meaningful discussions and supportive interventions.


The Importance of Emotionally Available Adults

Research consistently shows that recovery from trauma is possible when a young person has the opportunity to process their experiences with an emotionally available adult.


These trusted adults help children make sense of their stories, understand their emotions, and find pathways towards healing. For students dealing with affluent neglect, this kind of support can help them break free from feelings of isolation and begin to form healthy, resilient identities.


While it’s often counsellors who play this role, teachers have a unique vantage point in students’ lives. By building trusting relationships and investing time to listen, teachers can serve as a bridge to deeper support, passing on important information to specialists who are trained to help.

Sometimes, it’s a simple gesture of reaching out that makes all the difference—a moment when a student feels seen, understood, and valued enough to seek the help they need.


Teachers as Lifelines: The Role of Protective Factors

In cases of affluent neglect, teachers have the potential to make a profound difference by focusing on protective factors that build resilience and trust. 


Often, you are the first to notice when a young person is struggling, providing a safe space where they feel comfortable sharing their concerns. For young people navigating affluent neglect, having an adult who genuinely listens and shows care can be life-changing. 


This level of empathy and connection not only helps young people feel seen and valued but also lays a critical foundation for resilience and healing, empowering them to face challenges with greater confidence and strength.


Join Us on This Journey

Reflecting on the PHASE AP conference experience, I am even more inspired to continue building a community dedicated to trauma-informed education.


I hope you’ll join this journey to deepen our understanding of Trauma-Informed PE, address the unique challenges of affluent neglect, and harness the power of connection, movement, and empathy to nurture resilience in young learners.

Together, let’s redefine PE as a pathway to healing, growth, and a brighter future for all students. By investing in relationships, listening intently, and acting as bridges to specialist support, we can help young people make sense of their stories and find hope on their journey.


Through our commitment, we can transform not only individual lives but the entire culture of our schools, making every student feel truly seen, valued, and supported.

Want to take the next step? 

Take our 2-minute Trauma-Informed Frontline Educator Scorecard to see the areas where you are excelling and identify other areas you might want to develop. Take the quiz here.

Thank you for all you do for your young people, have a brilliant week.


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