Faculty of Education - Research Publications
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ItemThe Eucalypt Way: Trauma-informed education for Australia(Berry Street Education Model & School of Early Childhood and Inclusion, Queensland University of Technology, 2022)The Eucalypt Way provides educators with a pathway to understanding the impacts of trauma on the learning and engagement of children and young people, and provides practical steps to support healing and growth. The eucalypt has been chosen as our metaphor for this work, because the species has evolved over millennia to suit the diverse Australian landscape. Eucalypts hold flammable oils and are vulnerable to heat and fire, but they also have unique properties that support their recovery from trauma and allow them to survive and to thrive.
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ItemEditorial: Trauma-informed education(Frontiers Media SA, 2023)Trauma-informed education has emerged as a novel approach to teaching and learning to support children and young people at school. Acknowledging interdisciplinary advances from the fields of neurobiology, therapeutics, wellbeing and social justice scholarship, the paradigm of trauma-informed education is relatively new. It is necessary in a service-rationing education sector to ensure that efforts toward improvements in teaching and learning approaches encompass the impacts of chronic stress experienced by today's students. These stresses result from increasing levels across the world of child maltreatment, family instability, lingering impacts of COVID-19 and other health troubles, economic uncertainty, political instability, and other continuing community concerns (Hammerstein et al., 2021; Drotning et al., 2023; Leigh et al., 2023).
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ItemHow is trauma-informed education implemented within classrooms? A synthesis of trauma-informed education programs(Edith Cowan University, 2023)The purpose of this study was to synthesise the content of trauma-informed education programs with a focus on classroom strategies. Programs (N = 20) were identified that focused on primary and secondary schools and were suitable for application in the classroom by teachers. Program materials available in the public domain were collated and the qualitative research method of reflexive thematic analysis was used to explore commonalities and themes in classroom strategies across different approaches. Classroom strategies were aimed at meeting students’ somatic (i.e., ‘bottom-up’) capacities of safety needs, self-regulatory needs, sensory needs, and relational and attachment needs. Classroom strategies also focused on supporting students’ psychological (i.e., ‘top-down’) capacities of social and emotional learning needs, academic and learning needs, voice and empowerment needs, strengths needs, and cultural needs. Recommendations for future research and practice in the paradigm of trauma-informed education include an increased focus on teacher instruction and prioritising how trauma-informed education can be tailored to meet the needs of a diverse range of students.
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ItemSupporting young people managing homelessness with access to trauma-informed education(Council to Homeless Persons, 2022)We support Victorian children and young people experiencing significantly disrupted education or are unable to access education as a direct result of family violence and accompanying homelessness. This article first discusses some of the links between these phenomena for young people. We then present a young person’s story to illustrate implications for practice. Finally, we suggest implications for schools and pathway supports which can bolster engagement through a trauma-informed education approach.
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ItemCentring Steiner education values, pedagogy and curriculum within trauma-informed positive education strategies in our schools(Steiner Education Australia, 2022)
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ItemTeacher Perspectives When Learning Trauma-Informed Practice Pedagogies: Stories of Meaning Making at Work(FRONTIERS MEDIA SA, 2022-06-17)This qualitative study focused upon ways teachers make meaning when working with students who are affected by trauma. An 11-month longitudinal design was used to explore teachers’ perspectives (N = 18 teachers) as they reflected upon the impacts of trauma within their classrooms and as they learned about trauma-informed practice strategies. Data from group interviews and participant journals were analyzed using interpretative phenomenological analysis. Results emerged that suggested common pathways in the ways teacher perspectives evolved; and these pathways were then analyzed in light of the meaningful work literatures to further suggest how work became more meaningful to these teachers when learning trauma-informed practice strategies. Teachers fostered a greater sense of meaning at work via two pathways: first by increasing their own wellbeing via personal use of trauma-informed strategies; then second, by incorporating trauma-informed strategies into their pedagogy to more effectively engage their students with learning. Increasing meaningful work for teachers who are working with trauma-affected students has promising implications for teacher professional development and workforce sustainability in schools experiencing high rates of teacher turnover and burnout as a result of teacher exposure to adverse student behavior.
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ItemNo Preview AvailableTrauma-informed Educational Leadership(AARE, 2021)
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