Background: There is a lack of evidence-based trauma-informed interventions for schools. This presentation will describe the adaptation of the universal OurFutures Mental Health program to be trauma-informed and respond to disproportionate rates of mental illness among LGBTQA+ youth. It will cover the process of ethics approvals, the implementation of the program with schools, the student and teacher evaluation of the program, and the broader context of the randomised controlled trial to evaluate the program’s efficacy in preventing depression and anxiety symptoms among Australian adolescents.

Methods: From April 2022 to July 2023, the OurFutures Mental Health program underwent adaptation through four stages. Stage 1 involved analysing student evaluation data from a previous trial of the program (N=762 participants, average age 13.5). Stage 2 encompassed 3 focus groups with high school students (N=39), along with regular meetings with an eight-member LGBTQA+ Youth Advisory Committee, and two individual semi-structured interviews with LGBTQA+ young people. In Stage 3, a clinical psychologist conducted a comprehensive review and update of all program materials. In Stage 4, researchers and clinicians engaged in fortnightly consultations to adapt the intervention, drawing upon the latest evidence from literature on school-based prevention interventions, trauma-informed practice, and adolescent mental health. The adapted OurFutures Mental Health trial was implemented across 13 schools in a cluster randomised controlled trial to evaluate the implementation and efficacy of the program on student mental health outcomes.

Results: Key program adaptations included: 1) adding new storylines to reflect gender and sexuality diversity and common adverse life events (such as domestic violence and bullying); 2) updating teacher resources to include more guidance on trauma; and 3) re-structuring content across classroom-based and optional, “at-home” activities, to provide students with an opportunity to practice coping skills learned from the program in the privacy of their own home. A total of 752 year 8 students (Mage=13.3 years) have completed the baseline assessment of the OurFutures Mental Health trial, with the final follow-up survey (9-months post-baseline) expected to be completed in May 2024. Implementation outcomes, including student and staff feedback are undergoing a mixed-methods analysis.

Conclusion: The updated OurFutures Mental Health program is a trauma-informed, LBGTQA+ affirmative program, and is currently being trialled via RCT in secondary schools across Australia. This presentation will provide practical information on the adaptation, implementation, and randomised controlled trial of one of the first trauma-informed programs for Australian schools.

Elizabeth Vale Primary School is situated in the northern suburbs of Adelaide, a community of high social and economic disadvantage. Elizabeth Vale Primary consists of two inclusive education classes, six intensive English classes, eighteen reception to year six mainstream classes, and an on-site preschool. The leadership team, educators and support staff have been working in the trauma-informed practice space for the last seven years with focused strategic planning and implementation. This began with the recognition of the difficulties experienced by students and the impact that complex trauma was having on teaching and learning.
The impacts of trauma can be evident in students’ disengagement with the school community and learning. Using an evidence-based approach the leadership team continue to implement, embed, review and refine the trauma-informed strategies and processes used by all staff within the school. There is no one size fits all approach with this work and we firmly believe this is a journey, not a destination.
The presentation will discuss our deep reflection and questioning, to challenge our current thinking in the specialist physical education space. As a school we first focussed on using consistent intentional routines to support students to be able to regulate in lessons. This was successful, but now our goal is to set students up to flourish in the classroom.
As a specialist team in a trauma informed school, we decided to leave our egos, stereotypes, preconceived and societal moulded ideas at the door and ask ourselves what the intent of physical education is and how we can use our knowledge of trauma informed practice to shape and build a trauma informed physical education environment.
This endeavour led us down paths that questioned the dynamics and need for competition, discovering the voices of those who are affected both positively and negatively, identifying social and cultural dynamics, as well as analysing how we teach and the intent behind our plans and our interactions.
This presentation will inspire others that are also on their trauma informed journeys to go deeper and to be authentic in their journey as a trauma informed school.

Domestic violence is a pervasive issue that impacts millions of individuals worldwide, with devastating effects that extend beyond the immediate victims to their families, especially children. Often referred to as "invisible victims," these children suffer in silence, their voices drowned out by the chaos and trauma of their home environment. My presentation, "Invisible Victims: Understanding and Supporting Children Affected by Domestic Violence," seeks to shed light on the experiences of these children, exploring the profound impact of domestic violence on their lives and offering strategies for support and intervention.

The presentation begins by providing a comprehensive overview of domestic violence, emphasizing its complex and multifaceted nature. It highlights the various forms of abuse that children may experience, including physical, emotional, and psychological abuse, as well as witnessing violence between caregivers. Drawing on research and case studies, the presentation illustrates the long-term consequences of exposure to domestic violence, such as poor mental health outcomes, behavioural problems, and difficulties forming healthy relationships.

Central to the presentation is the recognition of children's resilience and their capacity for healing. By understanding the unique needs and challenges faced by children affected by domestic violence, participants will gain insight into how to provide effective support and intervention. The presentation offers practical strategies for educators, social workers, and other professionals working with these children, emphasizing the importance of creating safe and supportive environments where children feel empowered to share their experiences.

Key topics covered in the presentation include trauma-informed care, recognizing signs of abuse, and building resilience in children. Participants will learn how to effectively communicate with children impacted by domestic violence, validate their experiences, and connect them with appropriate resources for support. Additionally, the presentation explores the role of schools and communities in addressing domestic violence, highlighting the importance of collaboration and advocacy.

Overall, "Invisible Victims: Understanding and Supporting Children Affected by Domestic Violence," aims to raise awareness about the often-overlooked plight of these children and equip professionals with the knowledge and tools needed to make a positive difference in their lives. Through education, empathy, and action, we can help break the cycle of violence and create a safer, more supportive environment for all children.