Aim:
To map and summarise the existing evidence on trauma-informed and sensory-based approaches in preschool settings, including the implementation and evaluation of these practices.

Background/Context:
Trauma is common in preschool-aged children and can influence development, mental health, and participation in everyday childhood occupations. Evidence suggests trauma may also affect sensory processing, which can impact engagement in daily activities. Preschool environments may help buffer these effects by providing social, developmental, and occupational opportunities. Occupational therapy can support children experiencing trauma in preschool settings at both individual and organisational levels. Trauma-informed and sensory-based approaches are increasingly used in early learning environments; however, the evidence base underpinning these practices in preschool settings remains varied and not well consolidated.

Relevance:
Understanding how trauma-informed and sensory-based practices are applied in preschool contexts supports the development of trauma-aware education systems and promotes more responsive and inclusive learning environments for young children.

Contribution:
This review provides an overview of current evidence and highlights gaps in the literature to inform future research in early childhood education.

Description:
A scoping review methodology was used to identify and analyse relevant literature. Databases were systematically searched, and studies were screened against inclusion criteria focusing on preschool-aged children and the implementation of trauma-informed and/or sensory-based practices. Data were extracted and thematically analysed to map key concepts and approaches.

Keywords:
Trauma-informed practice; sensory-based approaches; preschools

Aim: This presentation aims to draw on the parallel bodies of work between Trauma-Aware Practices (TAP) and nature play to explore shared approaches and recommendations.
Background/Context: A recent report on the State of Nature Play in Victoria provides insight into the benefits of nature play for children and families. Benefits of nature play include increased connectedness, confidence and calmness. Wider contemporary research indicates the role nature can play in healing ACES and promoting positive childhood experiences.
Relevance: TAP provide an integral approach to supporting individuals and making educational organisations a safe place for learning. Drawing on the research that explores healing and reviving qualities of nature can enrich the TAP used in educational spaces.
Contribution: Children and young people’s access to nature play is examined in this presentation. Drawing on the benefits of nature, there is a focus on the examples of embodied and sensory rich experiences that build connection and resilience in children. Attention is given to how nature can provide opportunities for regulation and movement that provide experiences that are nurturing and healing.
Description: Positioned to explore the intersection of play, TAP and wellbeing, this research aims to identify how TAP can be enriched through nature play. Contemporary research grounded in neuroscience is used to deepen the connection between nature play and trauma-informed approaches.
Engagement: This presentation will utilise visual media, incorporating images, to represent content and information. The use of story will be employed to connect with the audience and draw them into the presentation.

Aim:
To explore what is required to support schools in Aotearoa New Zealand to grow sustainable, culturally responsive, trauma-informed, and resilience-building practice, informed by relational neuroscience.

Background/Context:
Educators in New Zealand are increasingly responding to complex behavioural and engagement needs. While trauma-informed approaches are growing, there remains a need for guidance that is locally grounded, culturally responsive, and sustainable within the Aotearoa context.

Relevance:
This research positions trauma-informed practice as a shift from behaviour management to understanding neurobiological responses to safety and connection. It aligns with growing evidence that learning relies upon relational safety.

Contribution:
This study seeks to develop culturally grounded, evidence-informed guidelines that support educators, leaders, and communities to implement trauma-informed, resilience-building practice in meaningful and sustainable ways across Aotearoa New Zealand.

Description:
This research adopts a braided methodology (He Awa Whiria), weaving mātauranga Māori and Western knowledge systems within a relational, multi-phase design. Through hui (meetings), surveys, and mana-enhancing focus groups with educators, whānau, and community leaders, the study explores lived experiences, alongside the barriers, enablers, and conditions required for effective and sustained implementation.

Engagement:
The presentation will reflect the braided, relational research design, engaging participants through storytelling, visual frameworks, and reflective prompts that promote participant voice and the shared exploration of culturally responsive, trauma-informed practice.

Keywords:
Trauma-informed practice; Relational neuroscience; Mātauranga Māori; Culturally responsive education; Resilience

Aim: The purpose of this presentation is to inform participants about educators’ pathways to mitigate the impact of secondary trauma.
Background/context: The lead author interviewed 107 people across Australia who were volunteers drawn from a survey of over 2000 educators. The interviews included stories of trauma, the impact of trauma on the educators, and detailed strategies of coping with and mitigating the impact of trauma. The findings are that three main strategies of recovery, psychological coping and obtaining support mitigated the level of secondary traumatic stress experienced by individuals.
Relevance: The findings are highly relevant to educators across Australia and beyond in showing detailed strategies that can enhance their wellbeing through mitigating the impact of trauma.
Contribution: The research demonstrates clearly how educators in high trauma situations can mitigate impacts. Recommendations for individual change and school support systems are put forward for consideration.
Description: The research process used mixed methods, with a survey including measures and open comment questions, followed by interviews. All interviews were electronically transcribed and analysed using NVivo software.
Engagement: Plan to engage audience. The audience will be asked questions by the presenter first in hands up on experience of secondary trauma and then asked to discuss with people nearby their own experiences of mitigating the trauma. Volunteers will be asked to share some of the stories discussed.