[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594129-105":59,"doc-detail-594129-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","how-is-trauma-informed-education-implemented-within-classrooms-a-synthesis-of-trauma-informed-education-programs","How is Trauma-Informed Education Implemented within Classrooms? A Synthesis of Trauma-Informed Education Programs","","The study synthesizes content from trauma-informed education programs focused on classroom strategies for primary and secondary schools. Twenty publicly available programs were identified and examined using reflexive thematic analysis to reveal shared themes across diverse approaches. Classroom strategies target students’ somatic safety, self-regulation, sensory, and relational/attachment needs, as well as psychological social-emotional learning, academic, voice and empowerment, strengths, and cultural needs. Recommendations emphasize tailoring instruction for diverse learners and strengthening teacher guidance.",{"@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/how-is-trauma-informed-education-implemented-within-classrooms-a-synthesis-of-trauma-informed-education-programs/594129/",{"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/how-is-trauma-informed-education-implemented-within-classrooms-a-synthesis-of-trauma-informed-education-programs/594129.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this study?","Question",{"text":112,"@type":113},"To synthesize the content of trauma-informed education programs with a focus on classroom strategies that teachers can apply in primary and secondary schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were programs identified and analyzed?",{"text":117,"@type":113},"Twenty programs available in the public domain were collated, and reflexive thematic analysis was used to explore commonalities and themes across classroom strategies.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the classroom strategies aim to support?",{"text":121,"@type":113},"They address students’ somatic needs related to safety, self-regulation, sensory, and relational/attachment needs, and psychological needs such as social and emotional learning, academic learning, voice and empowerment, strengths, and cultural needs.","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},594129,1792190915,{"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":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 48  Issue 3 | Article 6 |\n| --- | --- |\n| 2023\u003Cbr>How is Trauma-Informed Education Implemented within Classrooms? A Synthesis of Trauma-Informed Education Programs\u003Cbr>Jacolyn Norrish\u003Cbr>Berry Street Victoria\u003Cbr>Tom Brunzell\u003Cbr>University of Melbourne, Berry Street Victoria\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons, and the Educational Psychology Commons |  |\n\nRecommended Citation  \nNorrish, J., & Brunzell, T. (2023) . How is Trauma-Informed Education Implemented within Classrooms? A Synthesis of Trauma-Informed Education Programs. Australian Journal of Teacher Education, 48(3) .  \n[https://doi.org/10.14221/1835-517X.6159](https://doi.org/10.14221/1835-517X.6159)  \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/vol48/iss3/6](https://ro.ecu.edu.au/ajte/vol48/iss3/6)  \nHow is Trauma-Informed Education Implemented within Classrooms? A Synthesis of Trauma-Informed Education Programs  \nJacolyn Norrish  \nBerry Street Victoria  \nTom Brunzell  \nUniversity of Melbourne  \nBerry Street Victoria  \nAbstract: The purpose of this study was to synthesise the content of  \ntrauma-informed education programs with a focus on classroom  \nstrategies. Programs (N = 20) were identified that focused on primary  \nand secondary schools and were suitable for application in the  \nclassroom by teachers. Program materials available in the public  \ndomain were collated and the qualitative research method of reflexive  \nthematic analysis was used to explore commonalities and themes in  \nclassroom strategies across different approaches. Classroom  \nstrategies were aimed at meeting students’ somatic (i.e., ‘bottom-up’)  \ncapacities of safety needs, self-regulatory needs, sensory needs, and  \nrelational and attachment needs. Classroom strategies also focused  \non supporting students’psychological (i.e., ‘top-down’) capacities of  \nsocial and emotional learning needs, academic and learning needs,  \nvoice and empowerment needs, strengths needs, and cultural needs.  \nRecommendations for future research and practice in the paradigm of trauma-informed education include an increased focus on teacher  \ninstruction and prioritising how trauma-informed education can be  \ntailored to meet the needs ofa diverse range ofstudents.  \nIntroduction  \nThis study contributes to the growing recognition of the importance of addressing the enduring impact of early experiences of adversity on students’ ability to learn at school. Schools serve as unique opportunities to provide nurturing and healing experiences for students and mitigate the impact of trauma across the life course. Trauma-informed education (and related terms of trauma-sensitive education and trauma-aware education) supports educators to understand, act, and respond in ways that help to alleviate the impact of trauma on students (Howard et al., 2022) . As a proactive whole-school practice response to the impacts of trauma on learning, researchers, practitioners, and peak bodies have urgently acted to build the evidence base for trauma-informed education (see, for example, Brunzell et al., 2018; Chafouleas et al., 2016; Howard et al., 2022) .  \nAt least twelve literature or systemic reviews have been published in the field of traumainformed education in recent years (see Avery et al., 2020; Bagneris et al., 2021; Berger, 2019; Blodgett & Dorado, 2016; Fondren et al., 2020; Maynard et al., 2019; Melz et al., 2019; Miller &  \nBerger, 2020; Stratford et al., 2020; Thomas et al., 2019; Yohannan & Carlson, 2018; Zakszeski et al., 2017). For example, a scoping review by Stratford et al. (2020) identified 91 publications that covered a range of trauma-informed education components including counselling services, skill development, and","cbCailYuCrpOrsfE","https://ap.wps.com/l/cbCailYuCrpOrsfE","pdf",290154,27,"English","# Abstract\n# Introduction\n## Trauma-informed education as whole-school response\n## Prior literature and evidence base\n## Need for synthesis of program content\n## Examples of program foundations and approaches","[{\"question\":\"What is the purpose of this study?\",\"answer\":\"To synthesize the content of trauma-informed education programs with a focus on classroom strategies that teachers can apply in primary and secondary schools.\"},{\"question\":\"How were programs identified and analyzed?\",\"answer\":\"Twenty programs available in the public domain were collated, and reflexive thematic analysis was used to explore commonalities and themes across classroom strategies.\"},{\"question\":\"What do the classroom strategies aim to support?\",\"answer\":\"They address students’ somatic needs related to safety, self-regulation, sensory, and relational/attachment needs, and psychological needs such as social and emotional learning, academic learning, voice and empowerment, strengths, and cultural needs.\"}]","How is Trauma-Informed Education Implemented within Classrooms? A Synthesis of Trauma-Informed Education Programs | PDF",1792078588,68]