Early childhood teachers (ECTs) are at the forefront of human development, with 90% of brain development and the experiences influencing most behaviour, all occurring in the early years of life prior to school commencement, (Tierney & Nelson, 2009; StartingBlocks.gov.au, 2024). Children experience trauma at all ages, although statistics often focus on those aged over 5 years-old, (Childhood abuse, 2023). With 50% of 0-3 year olds attending an early learning service and 90% of 3-5 year olds attending a kindergarten program, (AIHW, 2021) the awareness has risen and resources more readily available, such as the School Readiness Program, (CTARE). However, are all pre-existing ECTs ready to implement these programs? (Bilbrey et al, 2024; Sun et al, 2024) and what about new ECTs?

Early childhood education (ECE) programs are responsible for pre-service teachers’ preparation of trauma-aware practice, (L’Estrange & Howard, 2022; Bartlett & Smith, 2019). ECE programs enforce an inevitable need for self-reflection on one’s own childhood, (VEYLDF Evidence Paper). Hence delivering programs focused on trauma-aware practice, evokes traumatic memories with pre-service teachers (PSTs), eliciting disclosures within the classroom environment, (Parker, Olson & Bunde, 2020.)

One in five adults have experienced childhood trauma (Childhood abuse, 2023) so chances are we will have 5 or 6 people in every tertiary ECE class who have experienced childhood trauma and others who have at least been exposed to it. Animal-Assisted Intervention (AAI) has been popularly researched for different education settings, (Smith & Bradley, 2016) and although there is AAI research in tertiary settings, it has been minimal and not specific to trauma-aware practice for early childhood education students, (Cooke et al, 2022).

This study aims to investigate the volume and nature of PSTs responses to trauma-aware early childhood program content, between a class of students (control) and a class (experimental) exposed to the presence of a therapy dog. Both classes will be delivered the same third year program, ECE3005 Equity, Social Justice and Diversity in Early Childhood Education, via in-person delivery mode across a 4-week period. Data collection will include number and nature of PST trauma-related disclosures, pre- and post- confidence levels of ECE trauma-aware practice and qualitative commentary on animal-assisted interventions. Data will be collected through interviews and focus-group questionnaires.

The results will inform the ECE programs within Victoria University, strengthen the graduate outcomes and offer insight into further research in using animal-assisted intervention to better prepare ECTs for trauma-aware practice.

Since the emergence of trauma informed practice, our understanding, awareness, and approaches in responding to the impact of trauma have been applied to a range of environments including the education sector. Consequently, more nuanced areas of research, therapeutic models, and tools have been developed to assist the barriers that may impact teaching and learning environments. Additionally, increasing demands placed upon education staff alongside the varying and complex presentations of children in classrooms and school settings, further complicates this ongoing impact. Conversely, these competing demands can lead to windows of prolonged dysregulation, reduced engagement, impact learning, and the activation of shame. Arguably this holds true not only for children but teaching staff and education systems alike. Considering the role of educators who often serve as temporary attachment figures for vulnerable children and the enormity this form of caregiving whilst teaching can carry, a sense of shame, it is argued, is even more likely. Further, these factors combined can lead to vicarious trauma. Adopting this perspective can be helpful to understand what lesser-known factors may influence effective teaching and learning spaces. Importantly, with the knowledge that vicarious trauma can lead to compassion fatigue and burnout and with a deeper understanding of the influence of shame, we can better explore and intervene to outcomes such as blocked care. Building off the concept of Blocked Care by Dan Hughes and Dr Johnathan Baylin (2012), this presentation serves to highlight the role of shame and contribute to our understanding of attachment and neuroscience-based theoretical underpinnings to revisit trauma responsive practice to address blocked care in education. This is achieved by discussing the importance of shame co-regulation for education staff as a viable point of intervention. This presentation draws from practice experience and insights working in consultation with schools, teachers, and education systems from the perspective of an Allied Health Practitioner as to what has helped when taking shame into account. Further consideration is given to the challenges that may impact professional self-care and suggestions offered as to what individuals, stakeholders, and the education sector can do to better support education staff. It is our hope that this practice contribution may support education systems with assisting the well-being of teachers and their teaching and learning environments. Importantly, is our shared goal of supporting the meaningful work that educators provide in creating safe learning environments with trauma responsive teaching modalities utilised for vulnerable children and families.

Dissociative responses to situations seem to be the key to understanding school behaviour and prevention strategies. This presentation will introduce dissociative responses, explain the main theories, provide examples for clarity, and will demystify this poorly understood presentation. Simple and effective strategies for both prevention and response will be provided, with examples.

Dissociation is now understood as a component of almost all complex trauma cases. This session will first explain the new landscape of mental health and behaviour, in which complex trauma is central, and will then explore dissociation. Participants will be introduced to publicly available, cutting-edge information they can share with colleagues.

A large proportion of workplace stress through being powerless in the face of disruptive behaviour, should be reduced by understanding cause and prevention. Although a complex presentation at the clinical level, dissociation is quite simple to both understand and respond to in everyday classrooms. The most vital tool is a regulated and confident teacher. This session seeks to Empower, Motivate and increase Understanding amongst front line staff.

Recognising, preventing, and responding to dissociative behaviour should be easier as a consequence of this presentation. Most importantly, teachers and school leaders will be able to make sense of confusing behaviours and should be re-assured that the humanistic purpose that brought them to teaching is the core of the solutions.