Faculty of Education - Research Publications
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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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ItemToward meaningful engagement: Trauma-informed positive education strategies for struggling students(Adolescent Success, 2020)When seeking to increase school engagement with middle school students who struggle with behavioural and learning difficulties, a school’s teachers must consider engagement factors both external and internal to the classroom. It is important to acknowledge the systemic and intergenerational reasons why some students and their families struggle to engage meaningfully with education. However, this article narrows focus on what teachers can do within the walls of their own classroom to increase engagement through two pathways: (1) designing curriculum and providing feedback to optimise flow conditions and (2) revisioning their own classroom as an effective therapeutic milieu wherein the classroom itself is positioned as the most viable and consistent place to support the unmet learning needs of students. Drawing on paradigms of both positive education and traumainformed education, first, this article will introduce our adaptation of flow theory (Csikszentmihalyi, 2009) as a set of useful strategies for student engagement within curriculum design and delivery. Then, we will introduce trauma-informed strategies arising from our own research and practice to create the conditions for engagement in the service of effective student learning and everyday accomplishment.
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ItemResistance, reconnection, re-engagement: Trauma-informed teaching in Steiner education(Steiner Education Australia, 2020)
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ItemA primer on healing school systems(Teacher Learning Network (TLN), 2019)
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