[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594094-105":59,"doc-detail-594094-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","balancing-the-needs-of-the-school-community-implementing-trauma-informed-behaviour-supports-in-an-australian-regional-primary-school","Balancing the Needs of the School Community - Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School","","Exposure to adverse and traumatic events in childhood is linked to poorer academic performance and weaker social-emotional outcomes in schools. Psychological effects of childhood trauma are a central driver of educational difficulties, with First Nations students experiencing higher rates of trauma than non-First Nations students due to historical and intergenerational adversity. National Australian guidelines promote trauma-informed care in schools. This pilot case study explores teachers’ experiences implementing trauma-informed practices with First Nations students, emphasizing challenges in balancing safety, belonging, and teachers’ professional and personal needs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/balancing-the-needs-of-the-school-community-implementing-trauma-informed-behaviour-supports-in-an-australian-regional-primary-school/594094/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/balancing-the-needs-of-the-school-community-implementing-trauma-informed-behaviour-supports-in-an-australian-regional-primary-school/594094.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address in Australian primary schools?","Question",{"text":112,"@type":113},"The article addresses how childhood trauma and adverse experiences affect students’ academic and social-emotional outcomes, especially for First Nations students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the focus of the pilot case study?",{"text":117,"@type":113},"It examines teachers’ experiences implementing trauma-informed behaviour supports in a regional primary school with First Nations students.",{"name":119,"@type":110,"acceptedAnswer":120},"What key challenge do teachers face when implementing trauma-informed practice?",{"text":121,"@type":113},"Teachers must balance students’ safety and belonging with their professional and personal needs to sustain trauma-informed approaches.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594094,1792167533,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 9 | Article 3 |\n| --- | --- |\n| 2022\u003Cbr>Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School.\u003Cbr>Kay Ayre\u003Cbr>Edith Cowan University\u003Cbr>Govind Krishnamoorthy\u003Cbr>University of Southern Queensland\u003Cbr>Bronwyn Rees\u003Cbr>Young Minds Psychology, Ipswich, QLD, Australia\u003Cbr>Emily Berger Dr Monash University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nAyre, K., Krishnamoorthy, G., Rees, B., & Berger, E. (2022) . Balancing the Needs of the School Community: Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School.. Australian Journal of Teacher Education, 47(9) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n9.3](http://dx.doi.org/10.14221/ajte.2022v47n9.3)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss9/3](https://ro.ecu.edu.au/ajte/vol47/iss9/3)  \nBalancing The Needs of the School Community: Implementing TraumaInformed Behaviour Supports in an Australian Regional Primary School.  \nKay Ayre  \nEdith Cowan University  \nGovind Krishnamoorthy  \nManna Institute, University of Southern Queensland  \nBronwyn Rees  \nYoung Minds Psychology  \nEmily Berger  \nMonash University  \nAbstract: Exposure to adverse and traumatic events in childhood has been found to lead to poorer academic and social-emotional outcomes  \nin school settings. The psychological impact of exposure to such  \nevents, referred to as childhood trauma, has been identified as a key  \ndriver of these educational difficulties. First Nations students have  \nbeen found to experience higher rates of childhood trauma compared  \nto non-First Nations students, with historical and intergenerational  \nadversity contributing to such difficulties. There are national  \nguidelines in Australia for the use of trauma-informed care practices  \nin schools to reduce the impact of childhood trauma on educational  \nengagement. This pilot case study examines teachers' experiences in a  \nregional school implementing trauma-informed practices with First  \nNations students. Findings highlight the complexities of balancing  \nstudents' safety and belonging with teachers'professional and  \npersonal needs in sustaining trauma-informed practice. Implications  \nfor implementing trauma-informed education with First Nations  \ncommunities are discussed.  \nKey words: trauma, trauma-exposed students, trauma-informed practice, primary school, teacher professional development, First Nations  \nIntroduction  \nAdverse childhood experiences (ACEs) are potentially traumatic events in individuals between the ages of 0 and 17 years (e.g., physical, or emotional abuse, neglect, exposure to domestic violence; Anda et al., 2006; Felitti et al., 1998). Research indicates that up to 30 % of children are exposed to at least one ACE, 23% are exposed to two ACEs, and approximately 12% are exposed to four or more ACEs by age 18 years (Centers for Disease Control and Prevention [CDC], 2016) . In Australia, Aboriginal and Torres Strait Islander (hereafter referred to as First Nations) children are exposed to higher rates ofACEs compared to non-indigenous populations (Miller & Berger, 2021) . Reasons for these higher rates are complex, involving multi-systemic, historical, and racial injustices experienced by First Nations people over centuries at the hand of Western culture. These factors include colonisation, genocide, forced removal from country, removal from families of origin, and  \ninstitutionalisation of First Nations individuals. The impact of these historical adversities has been perpetuated by ongoing discriminatory laws and policies, racism, unconscious biases, ","cbCaikFME5JXK8iw","https://ap.wps.com/l/cbCaikFME5JXK8iw","pdf",297163,"English","# Introduction\n## Adverse childhood experiences (ACEs) and childhood trauma\n## Complex trauma and educational disparities\n## Trauma-informed care in schools\n# Findings and implications\n## Balancing safety, belonging, and teacher needs","[{\"question\":\"What problem does the article address in Australian primary schools?\",\"answer\":\"The article addresses how childhood trauma and adverse experiences affect students’ academic and social-emotional outcomes, especially for First Nations students.\"},{\"question\":\"What is the focus of the pilot case study?\",\"answer\":\"It examines teachers’ experiences implementing trauma-informed behaviour supports in a regional primary school with First Nations students.\"},{\"question\":\"What key challenge do teachers face when implementing trauma-informed practice?\",\"answer\":\"Teachers must balance students’ safety and belonging with their professional and personal needs to sustain trauma-informed approaches.\"}]","Balancing the Needs of the School Community - Implementing Trauma-Informed Behaviour Supports in an Australian Regional Primary School | PDF",1792078521]