This webinar provides details about trauma-informed practice at primary and secondary school level, including the key principles, strategies, and common barriers and solutions for schools when implementing trauma-informed practice.
Dr Emily Berger (Monash University, Australia) and Dr Karen Martin (University of Tasmania, Australia) share their extensive research knowledge and practical expertise, providing teachers and school leaders with the knowledge and practical ideas and approaches for supporting students who have experienced trauma. This webinar accompanies a set of trauma-informed resources the speakers developed for The Education Hub.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
|What is trauma?
|Potential signs of trauma in children and young people
|What is trauma-informed practice?
|What to do if a student discloses that they have experienced a traumatic event or experience
|What to do if a teacher suspects a student has experienced trauma
|Being aware of vicarious trauma and ensuring that teachers also seek support when dealing with student trauma
|Digging deeper into the strategies that sit under the heading of trauma-informed practice
|Taking a non-punitive and preventative approach to supporting students who are emotionally disregulated and disruptive
|The importance of a whole-school approach to trauma-informed practice
|Working with parents and families
|Working with individual students and their families
|Including students in a trauma-informed approach by talking to the class about students’ different needs and ways of communicating
Useful readings and resources
Berger, E., & Martin, K. (2021). School trauma-informed practice policy. In K-A. Allen, A. Reupert, & L. Oades (Eds), Building Better Schools with Evidence-based Policy. London: Routledge.
Berger et al. (2022). A systematic review of evidence-based wellbeing initiatives for schoolteachers and early childhood educators. Educational Psychology Review.