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Your questions collated from both sessions with responses.

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This session was recorded on Tuesday 27 February 2024.

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Please find attached the slides from the session.

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Please find a dot pointed summary of the health and education presentations above. Please feel free to share with your colleagues.

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This resource provides a list of universal/whole school classroom strategies to build on the five elements of trauma informed practice in schools.

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The above pdf was the resource I shared with the other teachers in my school. I debriefed my students at the beginning and the end of the activity and used the debrief questions to raise a discussion around safety in the school. We also spent some time celebrating how much fun it was to beat the staff and talk to some grown ups they had not met before. Hope it helps! Vary and adjust as you need. Absolutely change the rules - just make sure everyone agrees first!

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eBulletin from Ed-LinQ around trauma.

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Attached is the registration information and flyer for the upcoming Ed-LinQ programs for Term 1. This professional learning series builds on the information we've presented here and provides more in-depth information for educators.

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This resource selects a number of strategies and supports from other Teacher Talk/Masterclass series which apply to the foundations of Trauma Informed Practice in education.

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The Australian Childhood Foundation Professionals dashboard has resources and websites and ways of working that support educators to build safe spaces in their classrooms. The strategies are practical, evidenced-based and co-developed by QUT. Find links to their resources here.

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Centre for Trauma Aware and Responsive Education

In 2004, the Australian Childhood Foundation pioneered a partnership with the SA Department for Education to deliver an Australian first workforce capacity building initiative called SMART (Strategies for Managing Abuse Related Trauma) which is still being implemented today. It was originally established as part of the state government's child protection reform agenda - Keeping Them Safe. Specifically, it sought to provide specialist training for teachers and school welfare personnel to ensure they have the skills to support children who have experienced trauma arising from abuse and neglect, in addition to promoting and implementing school policies and programs that are committed to non-exclusionary practice for children and young people living in out of home care or at risk of disengaging from education.

Attesting to the quality and positive outcomes it achieved, Commissioner Ted Mullighan (2008) following his inquiry into children in state care made, as the number one recommendation in his final report, the need for the SMART Program to be an ongoing training program in SA and extended to other health and welfare professionals.

Since then, the Foundation has continued to evolve its approach to supporting schools and early childhood education programs. Rather than advocate for a specific model of trauma informed schools, we provide a tailored and flexible framework that integrates with the core principles and values of schools and education systems. We have found that this makes it easier for different learning environments to adapt the principles of trauma responsive education and translate them into their daily practices with students. It also builds on the pre-existing strengths and capacity of many of the professionals who work in these systems. Schools have found it effective to integrate the knowledge base with their established positive behaviour support models and specific pedagogical approaches.

Through adopting trauma-informed approaches that are sensitive and predictable in their implementation, schools can open up a space for traumatised children and young people to learn, stay engaged in education and experience opportunities to heal and grow.

The Centre for Trauma Aware and Responsive Education is a central hub for information, training and resources for teachers, early childhood learning professionals and educational leaders. It will draw on opportunities to engage in new areas of knowledge that are emerging from trans-disciplinary approaches to understanding the neuroscience of trauma and relationships. It is evolving all the time. We invite you to be part of it by signing up to regular newsletters. There are some exciting initiatives planned.

Making SPACE For Learning - A culmination of our beliefs about effective trauma aware and responsive education

We have put together our extensive experience of working with schools and early childhood learning programs using trauma aware and responsive approaches into an easy to use no cost guide. It summarises the important elements of the neuroscience and translates a set of principles using case studies that are relevant for supporting students in one-to-one, whole of classroom and whole of school contexts.

Making Space for Learning Resources

We have developed a series of practice reflection tools that accompany the Making SPACE for Learning Approach. They represent discussion papers that schools and early childhood learning programs can use as reflective opportunities to consider how to best resource child focused and trauma responsive practice with students.

National Guidelines for Trauma-Aware Education

ACF has collaborated with Queensland University of Technology to develop and promote a consolidated set of National Guidelines for Trauma-Aware Schooling The National Guidelines for Trauma-Aware Education have been developed in response to a rapidly growing (national and international) awareness regarding the impact of complex trauma on education and life outcomes for children and young people, and a keen desire by educators to do something to address this.

Trauma aware education is a systemic process to ensure all educators are aware of the premises underpinning this approach and are supported to engage in trauma-aware practice. It is a way of thinking, understanding, believing and acting so that the harm that complex trauma exerts on the functioning of students is minimised or alleviated, leading to improved (education and life) outcomes not only for these students, but also for their classmates and those adults working hard to deliver inclusive education programs.

Training and Capacity Building for Educational Professionals

ACF has provided training and capacity building for education and early years professionals for more than 20 years. It has a range of programs that start with learning the core knowledge and skills associated with trauma responsive practice in schools. As an RTO, ACF is also able to provide its Graduate Certificate in Developmental Trauma to support education and early childhood professionals upgrade their qualifications and be recognized for their additional skills.

Trauma Responsive Educational Needs Assessments

We have developed a comprehensive approach to undertaking Educational Needs Assessments of children and young people who have experienced trauma and/or are at risk of disengaging from formal education.

These assessments are tailored to each school/learning context and allow teachers, school support workers and principles easily understand how to best configure learning environments so that they are positive experiences for hard to reach young people.

We deliver Behaviour Support Plans that are strengths based and trauma responsive. They are developed in collaboration with young people themselves. We also support the initial implementation of these plans with Care Teams that are established around unique individuals.

We can undertake these specialist assessments in person or using a telehealth model so that we can ensure young people do not miss out on accessing this important activity based on where they live.

Action Research Projects

Over the past 10 years, we have worked in partnership with schools and early childhood services to seek to embed trauma responsive practice into sites in an individual and contextualized way. One way we have done this is by working with schools in undertaking action research projects.

These projects are directed by each site and focus on a specific research question that is relevant to that site regarding their implementation of trauma responsive approaches. Each site seeks to integrate this way of working with other processes, initiatives and requirements education environments.

We provide underpinning training as well as support to develop and implement the action research. The outcomes of these projects are available for review.

Reflective Practice for Schools and Related Services

A teacher spoke about reflective practice and said: ' Reflective practice gives you a deeper understanding of why things happen. A few years ago our reflections amounted to reflecting on the day.... What made it successful? What might we do next? Now it's much deeper and focused on what each of us did and didn't do and how that contributed to outcomes for children. This can be really confronting.'

This process of reflecting on practice in education settings is increasingly seen as critical to responsive and best practice education experiences for children and young people.

It can be very helpful to utilise an external partner in the reflective practice to provide the best opportunities for review, growth and change across the whole site or learning centre.

ACF continue to provide opportunities for reflective practice spaces to build real and meaningful change within an individual school community.

Workforce Development

Fundamental to the implementation of trauma responsive and trauma integrative education practices is a consistent and well developed baseline knowledge level for all staff, and broader education communities. We would call this workforce development and the Foundation have spent the past 15 years developing the knowledge and capacity of education workforces across the country.

Each school or learning environment is its own community and each site is supported to integrate the knowledge of trauma and its impacts into the practices, policies and processes implemented across that whole community. The focus is on embedding this knowledge base into practice that goes beyond the individual professional and moves into a fully integrated way of working that is demonstrated in multiple ways across the site and its community.

We are always very happy to discuss partnering with individual schools, districts, regions and whole departments to build this consistent knowledge base and practice application.

Learn more about Workforce Development

Partnering to improve outcomes in early childhood learning contexts

Our Early Childhood Team has established partnerships with a range of providers of early learning services to enact trauma responsive and relational approaches. For example, since 2012, ACF has developed and run workforce training for the early year sector in Victoria and NSW about the impact of Toxic Stress and Developmental Trauma for children in early years context. - program for early years staff. After receiving funding from the Warrawong Grant to deliver one half day professional development session on developmental trauma to 64 early childhood professionals in Melbourne, its popularity led to the Foundation for Early Childhood Graduates supporting the delivery of a further 18 half day workshops across Victoria to around 750 early childhood professionals to assist this workforce to better understand the impacts of trauma that result from experiences of abuse, neglect and family violence.

Since then the Victorian and NSW Governments have funded extensive training for early years workforce.

This program has also continued over the past three years under the School Readiness Funding program and is available to be accessed by individual services across all Victorian regions.

Ask us about partnering

Trauma Responsive Practice in Education - Online Training

Trauma Responsive Practice in Education brings together our experience over the past 20 years in training and supporting teachers, other school personnel and early years professionals to engage in trauma responsive practice with vulnerable children and young people in a range of settings. The training is self-paced and includes knowledge checks to support your learning.

Join Our Childhood Professional Community

Register your details here and we will send you regular e-newsletters and free resources about working with children, young people, families and their networks. It is the easiest way to not miss out on news, training, tools, blogs and research from the Foundation.

A blog by professionals for professionals working with children and young people

Prosody Blog

Prosody is the pitch and tone of the human voice. It is the very essence of connection.
Our blog - Prosody - hosts an ongoing forum for the exchange of ideas about protecting children and young people from abuse and exploitation, advocating for their rights, resourcing the adults who are important to them and applying the neuroscience of trauma and healing. It is filled with articles reflecting on research and practice knowledge written by professionals who share in a commitment to the well-being and safety of children and young people. We hope you join the conversation too!

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Centre for Trauma Aware and Responsive Education - Australian Childhood Foundation Professionals

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In 2004, the Australian Childhood Foundation pioneered a partnership with the SA Department for Education to deliver an Australian first workforce capacity building initiative called SMART (Strategies for Managing Abuse Related Trauma) which is still being implemented today. It was originally established as part of the state government's child protection reform agenda - Keeping Them Safe.

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Trauma Informed Guidelines for Schools and Educators

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Trauma Informed Guidelines for Schools and Educators

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In 2021, the Australian Childhood Foundation and Queensland University of Technology released a national set of guidelines for educators and education systems to implementing trauma informed pedagogy.

The ten guidelines identify common language and thinking that aims to support educators and school systems to be strategic about how trauma informed practice is implemented. The link to the guidelines is located here.

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Designing crocs that represent strengths - both self and perceived. And identifying ones they would like to use. Strategy as discussed in Trauma Resource.

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Systematic review of school wide trauma informed approaches 

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Systematic review of school wide trauma informed approaches 

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National Guidelines for Trauma aware education in Australia

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National Guidelines for Trauma aware education in Australia

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Shifting teacher practice in Trauma-Affected Classrooms: Practice Pedagogy strategies within a trauma-informed positive education model.

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Shifting teacher practice in Trauma-Affected Classrooms: Practice Pedagogy strategies within a trauma-informed positive education model.

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Relationship Building strategies within trauma informed frameworks in educational settings: a systematic literature review

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Relationship Building strategies within trauma informed frameworks in educational settings: a systematic literature review

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If you had to design a Pokemon with superpowers that you need right now... what would that look like? How could they help? When could you use them. Use a Pokemon card creator to design your own Pokemon, or draw your own on the template.

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4-year-old has heartfelt bedtime conversation about his feelings | This 4-year-old wowed people online by discussing his emotions with his mom. He had a tough day, but they talked it out 🥺 | By CBS News | Facebook

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This 4-year-old wowed people online by discussing his emotions with his mom. He had a tough day, but they talked it out 🥺

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in 2022, we held a masterclass for Guidance Officers and leadership team members on Trauma Informed practices in schools. From that session, there are a number of resources that were produced. These can be found below. While they are not directly attached to this series, we thought they might be worthwhile sharing with you. If you have any questions or comments, please share them with us. We'll colour code the 2022 resources purple.

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A chatterbox of different trauma informed strategies to address a variety of PTSD behaviours. And ways you can adapt the chatterbox to individual student strategies.  Just for fun! WORD doc format

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What's on your sled activity as referred to in the supplementary trauma strategies.

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If you need a certificate of attendance for your own professional learning records, one is available here. Please download the document and edit your name, school and date and save for your own records.

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Anna Bauer - QHEP Professional Learning Co-ordinator

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Anna Bauer - QHEP Professional Learning Co-ordinator

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My name is Anna Bauer and I've been working with QHEP for more than ten years in various teaching and project roles. After more than twenty years in education and a wide variety of roles in mainstream in Hospital schooling, I have developed a passion for working with educators sharing and discussing what works best for our state's most vulnerable students.

It is my role to support your participation in the series.  You will receive emails, calendar invitations, requests for feedback and general information from me throughout the series.

Please let us know if we can support in any way and we look forward to growing our professional learning together. qheplearning@qchschool.eq.edu.au

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Resources developed for our Eating Disorders series in 2023

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Your feedback is important!  It is valuable for future planning and the direction of the series over the rest of the year.  If you have something you would like to share, send us an email at qheplearning@qchschool.eq.edu.au or leave us a comment or a post below!

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Meredith O'Connor - Deputy Principal QCHS

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Meredith O'Connor - Deputy Principal QCHS

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Meredith O'Connor, Deputy Principal, Queensland Children's Hospital School. Currently supporting our regional paediatric services. Has worked in hospital education for over 20 years in a variety of roles including ward liaison teacher, Head of Curriculum, Acting Principal and Deputy Principal. Special interests include trauma informed pedagogy, curriculum, professional learning and building teacher capability.

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Please share your session feedback with us here.

We are a small team and working in this brand new space of Teacher Talk and your feedback is incredibly valuable. It will determine if we offer more topics in this series and inform the way we present and share information. Please take the time to fill in our survey.

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Have you got a question about content? For the Panel? Let us know in a post or comment below and we'll do our best to answer. Alternatively, you can email us anytime at qheplearning@qchschool.eq.edu.au

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The Participant Handbook outlines all of the information and further resources for Series 1: Trauma and attachment. The document may change over the course of the program, but updates will be available here.

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Have you got a resource gem? An Instagram account, a website, a book or a podcast? Have you found a gem to share with participants? Put in the links below or upload the resources you've found in a post.

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The slides for Masterclass 4 include a voice over track from Kerry Russell the planned presenter for Masterclass 4. Please adjust your volume levels accordingly. You will also find Kerry's voice over included in this week's Masterclass: The Podcast episode.

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Zac is the Ed-LinQ Coordinator for Toowoomba and Southern Downs having previously worked in CYMHS- Mt Gravatt & Pine Rivers as a Mental Health Clinician before moving to Toowoomba. He also has experience working with new parents in the Children’s Health Service at Caboolture and Dalby and as the Emergency Department Social Worker in Toowoomba Hospital. As a father of two boys, he is passionate about early intervention and prevention focused care to achieve great outcomes for young people and their families.

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The original plan for Masterclass 4 was with a focus on Trauma from an indigenous perspective. Our session in 2024 is not focused on this facet of Trauma, but we thought the resources were worth sharing.

First nation's woman, Kerry Russell and Jacaranda Place Indigenous Co-Ordinator shares her perspective on Trauma here. There are slides to accompany Kerry's talk and I will post them below.

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Evolve Therapeutic Services workshop opportunities

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Angie is a Clinical Nurse Consultant who has been working with Ed-LinQ for the last three years. She has an extensive background in school-based youth health nursing, child health and midwifery. She has a keen interest in attachment and trauma and its impacts on development. She is currently studying a Masters of Clinical Psychology.