It is estimated that trauma and adverse childhood experiences (ACEs) such as exposure to violence, abuse and neglect affect approximately a third of school-aged children in England and Wales. There is strong and growing evidence for the devastating impact of trauma across the lifespan, with psychological and biological effects indicated by neuroscientific research. Prolonged exposure to chronic stress can affect brain development leading to behavioural changes and problems regulating emotions. Children exposed to trauma may experience difficulties accessing and engaging with learning and a reduced ability to form trusting relationships. The scale of the problem has major implications for the provision of pastoral care, as school staff often lack sufficient training and resources to support the complex needs of children and young people affected by trauma. Drawing on my experience working as a learning mentor in the primary sector, this article considers a whole-school trauma-informed approach as a potential model for the future of pastoral care in schools.