Experiencing trauma in early childhood can have serious and long lasting negative effects on children across their life span. It can also directly impact the personal and professional wellbeing of adults educating and caring for them. Trauma-informed programs in Early Childhood Education and Care (ECEC) are increasing, with promising effects on children’s social-emotional competence, behaviour; and teachers’ knowledge, attitudes, self-efficacy and practice (Sun et al., 2023). However, these interventions predominantly focus on training educators, with few pursuing organisational change (Sun et al., 2023). Without simultaneous system-level action, individuals face barriers adopting and sustaining new practices such as trauma-informed strategies (Douglass, 2016). Recognising this, our TIO intervention has sought to build organisational capacity and capability to promote experiences of safe and consistent support for everyone across ECEC services. This presentation will describe our intervention, its iterative and participatory development journey, and evaluation insights.
The guiding methodology for the development, implementation, and evaluation of our TIO is Intervention Mapping (IM) - a 6-step systematic and practical framework (Eldredge et al., 2016). For the ECEC sector where implicit knowledges are often privileged, IM provides an opportunity to engage key stakeholders (e.g., educators, parents, leaders) in participatory design processes, while systematically integrating theory and evidence to support decision-making throughout program development (O’Connor et al., 2018).

The intervention components include a comprehensive Organisational Guide offering practical guidance and self-audit tool to embed trauma-informed practice within and across ECEC organisations, and Community of Practice (CoP), both delivered virtually. Components were customised using theory, evidence and practice wisdom to address ECEC organisations’ bespoke needs. To our knowledge, this is the first trauma-informed intervention focused specifically on organisational change in ECEC, contributing meaningful knowledge to an understudied area. The participatory approaches used also built cross-sector empathy and promoted shared understandings, practice reflections and common goals for trauma informed practice.

Working with children impacted by trauma in ECEC can be stressful, overwhelming, and negatively impact staff wellbeing (Alisic, 2012). Under the current global early childhood workforce crisis where shortage and high turnover is concerning, the need for trauma-informed ECEC organisations to better support educators is evident. Through a Community of Practice, ECEC leaders and managers are supported to translate this intervention’s organisational guide and apply a transformational trauma-informed lens.

This presentation encapsulates Modbury North Kindergarten's remarkable journey towards becoming culturally inclusive and trauma-aware. Their proactive response to the profound impact of trauma on children's lives and its transformative journey with the Department for Education's Trauma-Aware Schools Initiative in South Australia. A transformative process guided by dedication, collaboration, and an unwavering commitment to the holistic well-being of their students.

Understanding the profound impact of cultural diversity and trauma on early childhood development, Modbury North Kindergarten embarked on a purposeful quest to create an environment that fosters inclusivity and supports children who have experienced adversity. This journey was not merely about implementing policies; it was about cultivating a culture of empathy, respect, and understanding. At the heart of their journey lies a collaborative approach involving educators, families, and the broader community. Recognising that cultural competence is a continuous learning process, the kindergarten staff were committed to ongoing learning to equip them with the knowledge and skills necessary to create culturally responsive learning environments.

Central to the commitment to trauma-informed practice/awareness was its decision to participate in the Department for Education's Trauma-Aware Schools Initiative. This initiative provided foundational training and implementation support (Life Buoyancy Institute) a structured framework and comprehensive resources to support educators to foster intentional practices that are trauma-sensitive promoting growth/resilience among children who have experienced adversity.

Modbury North Kindergarten embraced trauma-informed practices, prioritising safety, trust, and emotional regulation. Through LBI’s training educators gained insights into the nuanced needs of children who have experienced trauma, allowing them to develop individualised growth action plans and provide support tailored to each child's unique experiences. We will share the incredible progress and benefits from enriched learning experiences tailored to their individual needs enabling children to thrive and flourish at kindergarten. With benefits extending to educators’ reported increased confidence and efficacy in their practice, families felt valued and supported, with stronger connections forged between home and kindergarten.

Key to their success was the integration of culturally inclusive and trauma-informed practices into every aspect of their environment, curriculum, pedagogy and daily routines. Moreover, fostering strong partnerships with families, valuing their diverse perspectives and insights. By engaging families as active participants in their children's education, the kindergarten created a supportive network that reinforced cultural identity and growth.

The 55 placement 6 hour a day kindergarten's journey towards cultural inclusivity and trauma awareness stands as a testament to the transformative power of collaboration, empathy, and continuous learning.

The roundtable discussion, "A Systemic Approach for Trauma-Aware Early Childhood Education and Care across Australia," will explore strategies to integrate trauma-aware practices into early childhood education and care systems nationwide. We will discuss the importance of addressing childhood trauma through systemic changes that support both educators and children. Topics will include professional development for staff, creating safe and supportive learning environments, and collaboration between educational services, external agencies, and policy makers. The session aims to promote a more holistic and responsive approach to early childhood education that prioritises the mental and emotional well-being of young learners and their educators across Australia.