A trauma responsive approach to teacher-child relationships can enhance student access to Positive Childhood Experiences (PCEs). Research on Adverse Childhood Experiences (ACEs), together with the results from the Australian Childhood Maltreatment Study (ACMS) indicate urgent change is needed to reduce adversity for future generations. Primary schools have a significant role to play in countering the potential future impacts of adversity. The seven years of primary schooling are the single longest period of schooling in a child’s lifetime. And although research indicates that early intervention within the first 5 years is most beneficial, this opportunity is often missed; the primary school years are therefore a vital window of opportunity. Trauma sensitive school leaders recognize Whole Child Development (WCD) and trauma responsive teaching practices as foundational for student engagement in learning.

This presentation will share one school’s trauma-informed approach that integrates a multi-tiered play therapy strategy. To bring to life what this school wellbeing strategy looks like on the ground, a member of the school leadership team together with a school-based play therapist will provide attendees with school-based examples for each tier. Play therapy is an evidenced-based form of child psychotherapy that is well researched for children 3-12 years of age. The multi-tiered play therapy strategy includes evidence-based interventions at each tier.

In Victoria, the Schools Mental Health Fund introduced the three tiers of support terminology which will be used in this presentation to demonstrate the scaffolded evidence-based play therapy approach taken by the school. Tier 1: Positive mental health promotion – teachers are trained and supervised in TORA and are encouraged to utilize this knowledge and skills in all relational interactions within the school day. The Teacher’s optimal Relationship Approach (TORA) is a newly evidence-based school-wide play therapy approach. Tier 2: Early intervention and cohort specific support – for children with early mental health presentations a choice of filial therapy or group play therapy is accessible. Tier 3: Targeted support – for children with more complex mental health presentations, individual play therapy is offered, or they may access additional externally funded mental health supports that the school facilitates within school time.

This presentation will showcase how trauma sensitive leadership’s integration of a multi-tier mental health strategy enables this school to provide PCEs universally, to both heal ACEs and potentially guard against the future impacts of adversity.

Healing happens when we focus on regulating the nervous system, building resilience and finding boundaries that empower us to communicate, belong and co-create sustainable safety.

Educators who are in touch with their own nervous system and empowered to trauma-aware care will be primed for better wellbeing and minimize potential vicarious trauma and burnout.

In this session, we will explore:
- How trauma shows up in a) the body and b) relationship dynamics
- 3 core states of trauma and relational tools to increase safety
- Nervous system self-attunement
- Nervous System reading (pairs work)
- Self-regulation & Co-regulation Strategies

Expect: Conceptual sharing, actionable strategies, somatic inquiry, partner work.

Participants will leave feeling more in touch with themselves and empowered to help in ways that are impactful and sustainable.

This is the doorway to an education system where teachers feel well, empowered, and equipped to serve students in small ways every day. When every interaction becomes a gentle intervention, we co-create cultures of peace, power and wellbeing.

This workshop will explore the resilience and protective factors experienced by Australian school staff following a workplace experience (student suicide or suicidal behaviour). Nearly 200 school staff participated in the author’s 2019 psychology honours research which demonstrated that on average, school staff experience concerning levels of compassion fatigue/secondary traumatic stress after these events. The research also explored the role that self-care, mindfulness/detachment, compassion satisfaction and social support played in strengthening the resilience of school staff following traumatic events. Participants will have the opportunity to reflect on these protective factors in education and in other helping professions, and learn ways to proactively plan to maintain and enhance staff resilience and wellbeing at personal, school and system levels. Author was awarded Honours Class 1 for this research and is currently publishing related papers with her supervisor Donnah Anderson. Keywords: resilience, teacher wellbeing, principal wellbeing, self-care, mindfulness/detachment, compassion satisfaction, social support.