A Systemic Framework for Trauma-Informed Schooling: Complex but Necessary!

ABSTRACT

In most classrooms in most schools, there are students who have suffered complex trauma who would benefit from a system-wide, trauma-informed approach to schooling. Despite growth in Australian schools adopting trauma-informed practice, education systems are yet to embrace a whole-of-organization approach, unlike other systems supporting children and adolescents. This is likely due to multifarious complexities inherent in, and specific to, the schooling system. This article reviews early findings from current research in Queensland, Australia that is exploring requirements for a system-wide approach to trauma-informed schooling. Findings highlight that achieving systemic, trauma-informed schooling is complex but necessary and has potential to improve outcomes for students and those aiming to educate them. Findings have implications for schooling and education systems worldwide.

KEYWORDS:

• Behavior management
• complex trauma
• neuroscience
• school
• schooling system
• trauma-informed practice
• trauma-informed schooling

Acknowledgments

The author wishes to thank the research participants for their input, and acknowledge the contribution of Dr. Judith Beausang, Senior Research Assistant at Queensland University of Technology for her assistance in the collation of data and editorial support.

Additional information

Funding

This research was conducted with the support of the Queensland Department of Education through an Education Horizon research grant but does not necessarily reflect the views of the Department or the Queensland Government.