Reynella East College has developed a shared language and set of strategies through our IMPACT approach that supports more than 200 staff to respond to student needs rather than simply reacting to their behaviour. This workshop outlines the replicable strategies that REC has implemented that have shifted trauma-informed practice from another thing to do, to a sustainable way of thinking and being that is deeply embedded in practice and culture.

REC has implemented a range of systemic initiatives to embed sustainable change. The PD program in 2024 and 2025 was restructured to enable staff to collaboratively develop more than 60 trauma-informed research and practice improvement projects using a Community of Practice methodology. This process directly supported innovations in student wellbeing policy and procedures at the College level and led to the development of the practice guide - The REC Way. This in turn has supported a more integrated approach to learning and wellbeing that includes generative AI trauma-informed wellbeing curriculum for students and a stronger focus on trauma-informed visual resources throughout the college.

There is strong evidence that the IMPACT model facilitates positive cultural shifts, improved teacher confidence, consistent student regulation, and measurable improvements in wellbeing and learning outcomes. These findings contribute to the field by offering replicable strategies, supported by data from the Most Significant Change review, reductions in suspensions, and improved wellbeing metrics.

Aim:
To demonstrate how a whole-school, trauma-informed approach grounded in interoception can enhance student regulation, engagement, and inclusion.

Background/Context:
Over four years, a whole-school approach has been implemented to support student regulation. Central to this is The Nest, a dedicated interoception and regulation space providing targeted support for students requiring assistance to regulate and re-engage in learning. This is reinforced through consistent whole-school practices, including Berry Street Education Model strategies and in-class regulation supports. In the role of Autism Inclusion Teacher, this work also includes delivering professional learning, and coaching staff to implement sensory tools and strategies aligned to individual sensory profiles.

Relevance:
This approach aligns with trauma-informed practice by prioritising safety, predictability, co-regulation, and the development of student self-awareness, supporting both trauma-impacted and neurodivergent learners to access learning.

Contribution:
This model has contributed to a reduction in dysregulated behaviours and increased student re-engagement (Nest entries reduced from 407 in Term 1, 2023 to 114 in Term 1, 2026), alongside strengthened staff capacity and consistency. Family engagement has been integral, with parent sessions supporting regulation at home. The site is used as a reference by the University of Adelaide, with Occupational Therapy students referred to observe The Nest and interoception model as part of their Participatory Community Practice projects.

Description:
Students engage in structured interoception activities, develop individual regulation scales, and access layered supports across The Nest and classrooms, supported by ongoing staff coaching.

Engagement:
Participants will engage with practical examples, data, and strategies applicable to their own contexts.