A trauma responsive school community responds (rather than reacts) to the mental health, trauma, wellbeing, growth and developmental needs of students, in a manner that is personalised to their needs and context. It is a community with the shared knowledge, skills, methods and language to work side-by-side together in ‘shared intent’ and develop personalised wellbeing and trauma-informed responses. It is an education community that is equipped and empowered to intentionally integrate the science of wellbeing, trauma and growth from the ‘system’ to ‘moment-to-moment’ student support (e.g., intentional communication, teaching, restorative processes and coaching conversations etc).

This presentation will detail the 2-year partnership Reynella East College (REC) is undertaking with Life Buoyancy Institute Foundation (LBI) to build a trauma and wellbeing responsive school community. Reynella East College is a large K-12 school based in the southern suburbs of Adelaide. Reynella East College (REC) offers a unique and comprehensive education for almost 2,000 students that is based upon diverse learning opportunities and a strong sense of belonging.

The capacity building partnership between LBI and REC is founded upon the ‘Resilient IMPACT’ strategy (https://lbi.org.au/our-work/education/resilient-impact). This identifies 7 key implementation features:
• Local contextualised, whole-of-school wellbeing framework.
• Foundational whole-of-school IMPACT training (foundational trauma content knowledge, www.impactprogram.net).
• Side-by-side coaching with educators and leaders.
• Training and accreditation of community champions (IMPACT Coaches).
• Contextualised embedding strategy based upon a Communities of Practice approach.
• Access to online resource library and advanced specialist workshops.
• Dynamic participatory evaluation.

The presentation will detail the implementation journey, the outcomes that have been achieved to date and offer best-practice suggestions to intentionally embed trauma science across large complex school sites, including:
• High level commitment and active support from senior leaders.
• Training and ongoing support for a cohort of REC staff as IMPACT Coaches in providing leadership and mentoring at all levels.
• The integration of IMPACT language and strategies into wellbeing, trauma and mental health systems, policies and procedures.
• Ongoing whole-of-school coaching to deepen understanding and use of IMPACT tools and strategies and explore specialist trauma issues and interventions.
• Activating a whole-of-school community of practice approach to intentionally embed trauma responsive wellbeing strategies into professional practice and the culture of the school.

This presentation showcases how a ngā mātāpono (values) have guided Waikino School to develop a unique programme of schooling that is, at its heart, naturally trauma-aware.

Waikino School is a small and unique primary school located in the Karangahake Gorge, in the North Island of New Zealand. Since 2017 the school has been on a journey of systemic change lead by their principal, Joanna Wheway alongside a supportive BoT and a passionate and dedicated team of Learning Coaches.

The Waikino Model of teaching and learning has been developed in consultation with a range of stakeholders (families, community, local iwi), and embodies a te ao maori perspective on learners achieving success as individuals. The holistic and trauma-aware nature of the model develops the full range of learners needs, and this leads to a highly equitable learning environment for all Waikino School students.

The school's unique approach to learning is underpinned by te ngāhere, their on-site bush, and through this, students learn to build resilience, and understand how the natural environment supports their well-being and social and emotional regulation. These skills learnt in one environment are explicitly scaffolded by Ākonga and Coach to grow and develop until the learnt skills flow seemlessly into other areas of learning and life.
Alongside this individualised socio emotional developmental journey, each child is supported to develop cognitive skills through an interactive design cycle process that weaves Waikino Schools own unique student led capability goals through their own inquiry or project pathway.

By developing the skills of kaitakitanga (guardianship - of self, others, and environment) and manaakitanga (caring for & valuing self and others), students learn about themselves as people, and as learners; thus becoming leaders of their own learning journey.

What makes this model so successful for all learners, but especially for children who are neuro diverse or have deeply seated trauma, is the empowering of choice. Children choose when in the day they are feeling like engaging in workshops with coaches and if they feel that what they need is to move, to whittle, to garden, to grow then they can choose to do that and are supported to understand that they are still learning- be it experientially about science, sustainability, or how immersion in nature enhances their wellbeing and supports their focus.

Loxton Primary School is nestled amidst the stunning landscapes of the Riverland region in South Australia. Surrounded by dry lands and fruit-growing farms, our school shines as a hub of educational achievement, catering to a diverse and resilient community.
Our school is located 250kms from the city of Adelaide. We currently have approximately 270 students enrolled with the cohort consisting of 10% Indigenous students, 10% Students with disability, 2% Children in Care and 4% EALD (Students who do not use English as their first language). Our school community encompasses a diverse range of families, from farmers to local business owners, with 30% of households holding school cards.
We value the positive relationships we foster and build with students and families. We focus on strengths and encourage our students to be the best they can be.
At Loxton Primary School we began our journey because our data showed we had many disengaged students and families. We also felt we were ill-equipped to appropriately meet the growing complexities of an increasing number of students and families.
As a fresh leadership team bursting with enthusiasm for child-centred change, we found ourselves deeply troubled by the hours spent in the schoolyard, closely observing a distressed young boy without the necessary tools or skills to offer meaningful support. Recognizing the inefficiency of our reactive behaviour management approach, we were eager to transition towards a proactive model focused on educating students about their behaviours.
Aware of the need for a comprehensive shift in school culture to truly effect change, we embarked on a transformative journey guided by the TASI team. With open minds and a commitment to growth, we set out on the path from simply being aware of trauma to becoming fully trauma-responsive and ultimately trauma-informed. This ongoing journey reflects our dedication to creating a supportive environment where every student can thrive.
Our Vision 'Dream Believe Learn Achieve' provides us with the 'what' we want for our students, and this is clearly supported by our clear focus on our School Values, providing the 'how' we are going to achieve this. The values are embedded in everything we do from school awards to our behaviour education policy. Our School Values are:
Belonging, Caring, Learning, Persisting and Respecting.
Why?
BeCause Loxton Primary Rocks!