Background Adverse childhood experiences (ACEs) are stressful incidents or environments impacting children in their developmental years, with potential to cause long-lasting trauma (SAMHSA 2014). This can have serious impact on cognitive development, socialisation and relationships. Members of marginalised communities are at greater risk of experiencing ACEs (Adams, 2010). Research indicates that schools may alleviate the effects of adversity through whole-school, trauma informed approaches. Aims This study aims to explore the impact of trauma informed training in a DEIS primary school, with particular focus on the specific supports and actions teachers required, to implement this approach. Participants This research was conducted with eighteen primary school teachers, in a DEIS Band 1, coeducational school in Dublin’s inner city. Method This thesis employed a qualitative methodology, typically used to understand complex and dynamic settings. All participants completed five surveys. Three in-depth, additional interviews were conducted. Drawing on Braun and Clarke’s thematic analysis of collected data, the thesis explores the supports, identified by participants, as fundamental to the implementation of a trauma informed approach. Results This research documents the changes made in this school. Strength based attitudes and relationship-based practices are emerging. Significant changes were observed with participants, post-intervention, in terms of knowledge, confidence and an awareness of trauma. Participants recognised the impact of responding to adversity and trauma, revealing a developing awareness of self-care. Barriers to implementation were also revealed. Conclusions This study uncovers the supports and barriers to implementing a trauma informed approach in a DEIS primary school. While the data displays that the intervention may have changed the educational practice of many participants; the research also highlights the need for a continuum of support for teachers. This research has the capacity to affect positive change in the national educational field; and could play a significant role in developing a framework for schools beginning their TIC journey.