RESEARCH SHOWCASE 3
Tracks
Track 5
| Thursday, October 29, 2026 |
| 4:00 PM - 5:00 PM |
| Meeting room P8, Plaza Level |
Overview
Meeting Room P8
Speaker
Ms Kirra Greaves
Education Sector Lead & Student
Orygen & University Of Melbourne
Trauma-informed career development in flexible and inclusive education
4:00 PM - 4:10 PMAbstract
Aim
This Poster Lightning Talk explores the key takeaways from my Masters of Education (Research) thesis, which explores trauma-informed implementation of career development resources available to school staff, particularly in flexible and inclusive education settings. Key findings and discussion points will be shared, including the trauma-informed audit tool and adapted Systems Theory Framework (McMahon and Patton, 2022) model developed as part of the research.
Background/Context
Young people in flexible and inclusive education settings deserve high quality career development support, just like their peers. Trauma-informed delivery of career development provides an opportunity to provide this. The research explores the strengths and gaps within current resources and opportunities for these to be further integrated with trauma-informed practice.
Relevance
Trauma-informed practice is a major component of the research, specifically through how it intersects with the areas of career development and flexible and inclusive education. The research expands understanding of how trauma-informed practice can be embedded in these areas.
Contribution
The research contributes to the field through the development of a trauma-informed audit tool and adapted Systems Theory Framework (McMahon and Patton, 2022) model. These support staff to understand career development through a trauma-informed lens and implement programs in practice.
Description
A document analysis, underpinned by Systems Theory Framework (McMahon and Patton, 2022), was undertaken to understand whether elements of trauma-informed practice were present in career development resources. A trauma informed audit tool, informed by review of the literature, provided the structure for the analysis.
This Poster Lightning Talk explores the key takeaways from my Masters of Education (Research) thesis, which explores trauma-informed implementation of career development resources available to school staff, particularly in flexible and inclusive education settings. Key findings and discussion points will be shared, including the trauma-informed audit tool and adapted Systems Theory Framework (McMahon and Patton, 2022) model developed as part of the research.
Background/Context
Young people in flexible and inclusive education settings deserve high quality career development support, just like their peers. Trauma-informed delivery of career development provides an opportunity to provide this. The research explores the strengths and gaps within current resources and opportunities for these to be further integrated with trauma-informed practice.
Relevance
Trauma-informed practice is a major component of the research, specifically through how it intersects with the areas of career development and flexible and inclusive education. The research expands understanding of how trauma-informed practice can be embedded in these areas.
Contribution
The research contributes to the field through the development of a trauma-informed audit tool and adapted Systems Theory Framework (McMahon and Patton, 2022) model. These support staff to understand career development through a trauma-informed lens and implement programs in practice.
Description
A document analysis, underpinned by Systems Theory Framework (McMahon and Patton, 2022), was undertaken to understand whether elements of trauma-informed practice were present in career development resources. A trauma informed audit tool, informed by review of the literature, provided the structure for the analysis.
Biography
Kirra Greaves (she/her) is a career practitioner and teacher with a decade of experience in the education sector, mostly working in flexible and inclusive education settings. She recently completed her Masters of Education (Research), exploring the career development resources available to staff in flexible and inclusive education settings and implementation of these through a trauma-informed lens.
Ms Sharon Sperling
La Trobe University
Beyond Behaviour: A Developmentally Led, Trauma‑Informed Approach to Primary School education in Regional Australia.
4:10 PM - 4:20 PMAbstract
Aim
This research examines how a developmentally led, trauma informed framework is implemented, experienced, and sustained in Australian primary schools. It explores whether such a framework supports students’ social, emotional, and cognitive development, while amplifying the voices of students, families, and communities who are often marginalised.
Background / Context
Children experiencing complex often face significant disruptions across social, emotional, cognitive, and physiological domains, affecting attachment, regulation, learning, and engagement. While trauma informed education is increasingly recognised internationally, empirical research in Australia remains limited. This gap is evident in regional and rural contexts characterised by socioeconomic disadvantage, limited services, intergenerational trauma, and the ongoing impacts of colonisation on First Nations Peoples.
Relevance
This study addresses a critical evidence gap regarding trauma informed frameworks in Australian schools. It is highly relevant for regional communities and schools supporting First Nations students, where culturally responsive, relational, and developmentally informed approaches are essential. The research also responds to calls for whole school approaches that extend beyond behaviourist models.
Contribution
The study provides original empirical evidence by identifying enablers and barriers to trauma informed implementation. It advances knowledge through a critical, decolonising lens that foregrounds intersectionality, cultural humility, and systemic inequities, while centering community, family, and student voices.
Description
Using a mixed method, transformative case study, the research involves two regional Victorian primary schools. Semi structured interviews are triangulated with quantitative data. Analysis draws on critical theory, attachment research, Polyvagal theory, and neurodevelopment to inform policy, practice, and systemic reform toward trauma sensitive, culturally responsive schooling.
This research examines how a developmentally led, trauma informed framework is implemented, experienced, and sustained in Australian primary schools. It explores whether such a framework supports students’ social, emotional, and cognitive development, while amplifying the voices of students, families, and communities who are often marginalised.
Background / Context
Children experiencing complex often face significant disruptions across social, emotional, cognitive, and physiological domains, affecting attachment, regulation, learning, and engagement. While trauma informed education is increasingly recognised internationally, empirical research in Australia remains limited. This gap is evident in regional and rural contexts characterised by socioeconomic disadvantage, limited services, intergenerational trauma, and the ongoing impacts of colonisation on First Nations Peoples.
Relevance
This study addresses a critical evidence gap regarding trauma informed frameworks in Australian schools. It is highly relevant for regional communities and schools supporting First Nations students, where culturally responsive, relational, and developmentally informed approaches are essential. The research also responds to calls for whole school approaches that extend beyond behaviourist models.
Contribution
The study provides original empirical evidence by identifying enablers and barriers to trauma informed implementation. It advances knowledge through a critical, decolonising lens that foregrounds intersectionality, cultural humility, and systemic inequities, while centering community, family, and student voices.
Description
Using a mixed method, transformative case study, the research involves two regional Victorian primary schools. Semi structured interviews are triangulated with quantitative data. Analysis draws on critical theory, attachment research, Polyvagal theory, and neurodevelopment to inform policy, practice, and systemic reform toward trauma sensitive, culturally responsive schooling.
Biography
Sharon is a social worker, educator, facilitator, lecturer, and PhD student and has over 12 years’ experience working as a wellbeing officer in the Victorian education system. During this time, she has led the development of whole school wellbeing programs, with a strong focus on trauma aware, developmentally informed approaches to support students. Her work involves close collaboration with educators, students, families, and communities.
Sharon is the Lead Associate Consultant and Trainer for Nurture International Australia, a developmentally informed, trauma aware initiative grounded in contemporary neuroscience that supports educators across early childhood, primary, and secondary settings. She is also a Course Coordinator and Lecturer in community and human services and social work at a regional Victorian university, where she applies a critical lens to social policy and systems impacting vulnerable and marginalised communities. Sharon is currently undertaking a PhD, balancing research, teaching, and professional practice.
Dr Clare Kermond
Research Fellow
La Trobe University
How student voice can inform change in the experience of school for autistic students
4:20 PM - 4:30 PMAbstract
Aim: This paper explores the school experience of autistic students. It addresses the conference themes of lived experience voices and participatory approaches, and aims to inform researchers and educators working with young people with complex needs and vulnerabilities.
Background: Autistic adolescents overwhelmingly have a poor experience of school, including social, emotional and academic challenges. Research into this area has been limited and seldom includes students’ first-hand perspective.
Student voice was critical to this study’s design. Findings revealed distinctly different views from the three participant groups. Students reported negative feelings about their school experience, whereas parents and teachers' view was that autistic students often enjoyed school. Teachers and parents reported that autistic students chose not to participate in extracurricular activities, however students said they wanted to participate with the right support.
Relevance: Research design, methodology and findings are relevant to the theme of trauma transformation, illustrating the critical importance of student voice in driving transformation.
Contribution: Omitting the autistic perspective from research into schooling means that this perspective rarely informs practices, policies and support aimed at improving their experience. This innovative research can inform research design, policies and practices aimed at improving school experience.
Description: Using a Critical Participatory Action Research approach, this qualitative study elicited the perspectives of autistic students, parents and educators. Interview techniques were significantly adapted for students who gave iterative feedback on questions and themes.
Engagement: This work is highly relevant to researchers seeking to work with complex, vulnerable cohorts and to all stakeholders in education.
Background: Autistic adolescents overwhelmingly have a poor experience of school, including social, emotional and academic challenges. Research into this area has been limited and seldom includes students’ first-hand perspective.
Student voice was critical to this study’s design. Findings revealed distinctly different views from the three participant groups. Students reported negative feelings about their school experience, whereas parents and teachers' view was that autistic students often enjoyed school. Teachers and parents reported that autistic students chose not to participate in extracurricular activities, however students said they wanted to participate with the right support.
Relevance: Research design, methodology and findings are relevant to the theme of trauma transformation, illustrating the critical importance of student voice in driving transformation.
Contribution: Omitting the autistic perspective from research into schooling means that this perspective rarely informs practices, policies and support aimed at improving their experience. This innovative research can inform research design, policies and practices aimed at improving school experience.
Description: Using a Critical Participatory Action Research approach, this qualitative study elicited the perspectives of autistic students, parents and educators. Interview techniques were significantly adapted for students who gave iterative feedback on questions and themes.
Engagement: This work is highly relevant to researchers seeking to work with complex, vulnerable cohorts and to all stakeholders in education.
Biography
Dr Clare Kermond is a Research Fellow in the School of Education at La Trobe University, Melbourne. Dr Kermond completed a PhD at the Olga Tennison Autism Research Centre, at La Trobe. Her doctoral research focused on Autistic secondary students, examining what enables or inhibits them from having a successful experience of schooling. This research was highly innovative and is understood to be the first to compare the perspectives of Autistic students with that of parents and educators, to examine students' experience of school. She has presented her work nationally and internationally. Clare takes a critical studies approach and has experience in participatory research. She is committed to work driven by the voice and perspective of Autistic people. Research interests include schooling for Autistic students, educator wellbeing and the role of positive psychology strategies in supporting teacher wellbeing and teaching practice, particularly in their work with students displaying challenging behaviours.
Dr Anne Southall
Senior Lecturer
La Trobe University
Co-presenter
Biography
Dr Anne Southall is a Senior Lecturer in Inclusive Education and Trauma in the School of Education at La Trobe University. With over 30 years’ experience across mainstream and specialist school settings in Australia and the UK, including leadership roles, her work focuses on trauma-aware, relational, and inclusive pedagogies. Anne’s research sits at the intersection of educator wellbeing, critical reflection, and system-level change, with a particular emphasis on professional learning that bridges theory and practice. She is the developer of the Reflective Circle Education Model (RCEM), a peer supervision framework designed to support educator capacity, self-regulation, and trauma transformation in complex educational contexts. Anne also leads research on transdisciplinary approaches to self-regulation and has developed innovative arts-based professional learning, including the theatre production Biting the Hand. She works in partnership with schools, systems, and community organisations to embed sustainable, trauma-aware practice.
Mrs Rebecca Moffat
Hdr Student
QUT
Beyond Strategies: How Trauma-Aware Professional Learning Shapes Teacher Identity, Mindset, and Sustainability
4:30 PM - 4:40 PMAbstract
Aim:
This presentation introduces an emerging doctoral study investigating how early-career teachers interpret trauma-aware professional learning and how these experiences shape their developing professional mindset, beliefs, and identity.
Background/Context:
Trauma-aware education is increasingly embedded within policy, professional learning, and school reform initiatives. However, existing research has predominantly focused on student outcomes, program evaluations, and implementation frameworks. Far less attention has been given to how teachers themselves experience and make meaning of trauma-aware professional learning, particularly during the formative early years of practice when professional identity and pedagogical beliefs remain fluid.
Relevance:
Understanding teacher interpretation is critical for trauma-aware practice. Trauma-aware education places significant relational, emotional, and cognitive demands on educators, yet professional learning models often assume knowledge acquisition naturally translates into practice change. Examining teachers’ lived experiences provides insight into the tensions, uncertainties, and meaning-making processes that shape sustainable trauma-aware pedagogy.
Contribution:
This research offers a shift in focus from program effectiveness to teacher meaning-making. It highlights trauma-aware professional learning as identity work involving belief negotiation, emotional labour, and professional self-construction. Findings aim to inform the design of professional learning, induction, and educator wellbeing frameworks.
Description:
The study adopts a hermeneutic phenomenological approach, using semi-structured interviews and reflective journals to explore early-career teachers’ lived experiences.
Engagement:
The presentation will engage participants through reflective prompts and applied examples that connect research insights to professional experience.
Keywords:
Trauma-aware education; early-career teachers; professional learning; teacher identity; meaning-making
This presentation introduces an emerging doctoral study investigating how early-career teachers interpret trauma-aware professional learning and how these experiences shape their developing professional mindset, beliefs, and identity.
Background/Context:
Trauma-aware education is increasingly embedded within policy, professional learning, and school reform initiatives. However, existing research has predominantly focused on student outcomes, program evaluations, and implementation frameworks. Far less attention has been given to how teachers themselves experience and make meaning of trauma-aware professional learning, particularly during the formative early years of practice when professional identity and pedagogical beliefs remain fluid.
Relevance:
Understanding teacher interpretation is critical for trauma-aware practice. Trauma-aware education places significant relational, emotional, and cognitive demands on educators, yet professional learning models often assume knowledge acquisition naturally translates into practice change. Examining teachers’ lived experiences provides insight into the tensions, uncertainties, and meaning-making processes that shape sustainable trauma-aware pedagogy.
Contribution:
This research offers a shift in focus from program effectiveness to teacher meaning-making. It highlights trauma-aware professional learning as identity work involving belief negotiation, emotional labour, and professional self-construction. Findings aim to inform the design of professional learning, induction, and educator wellbeing frameworks.
Description:
The study adopts a hermeneutic phenomenological approach, using semi-structured interviews and reflective journals to explore early-career teachers’ lived experiences.
Engagement:
The presentation will engage participants through reflective prompts and applied examples that connect research insights to professional experience.
Keywords:
Trauma-aware education; early-career teachers; professional learning; teacher identity; meaning-making
Biography
Rebecca Moffat is a lecturer and program director in teacher education at Alphacrucis University College and a Doctor of Education candidate at Queensland University of Technology. Her research explores how early-career teachers interpret trauma-aware professional learning and how these experiences shape their developing professional identity, beliefs, and classroom practice. With a particular interest in teacher mindset formation, educator wellbeing, and the relational complexities of contemporary classrooms, Rebecca’s work examines the cognitive, emotional, and professional demands associated with trauma-aware education. Drawing on extensive experience across mainstream and specialist educational contexts, she is passionate about supporting teachers to navigate complexity with confidence and sustainability. Her broader professional interests include teacher development, reflective practice, and fostering learning environments that support safety, belonging, and engagement.
Session chair
Stephanie Curtis
Sessional Academic School of Education Faculty of Creative Industries, Education and Social Justice
Queensland University of Technology
