Session 1C
Tracks
Track 3
| Thursday, October 29, 2026 |
| 11:30 AM - 1:05 PM |
| Meeting room P6, Plaza Level |
Overview
Meeting room P6
Speaker
Ms Grace Langton
Senior Manager
Berry Street Yooralla
Trauma-aware education in vocational settings
11:30 AM - 12:15 PMAbstract
Aim
The purpose of this presentation is to examine how intentional, brief relational interactions—referred to as micro-moments of connection—can enhance learner engagement, wellbeing, and persistence in vocational education settings through trauma‑aware practice.
Background / Context
Research in trauma‑informed education highlights the importance of safety, trust, and relational consistency in supporting learner readiness and cognitive engagement. Grounded in the Berry Street Education Model and developed in partnership with Kangan Institute, this work draws on trauma‑informed and wellbeing‑centred frameworks to explore how educator presence, attunement, and communication shape everyday learning experiences. While curriculum and pedagogy are well theorised, less attention has been given to the cumulative impact of micro‑level educator learner interactions in vocational contexts.
Relevance
The presentation aligns strongly with trauma awareness and trauma‑informed practice by foregrounding relational safety, co‑regulation, and connection as foundational conditions for learning. It emphasises how educators can respond to learners’ emotional and behavioural cues in ways that promote regulation, belonging, and engagement.
Contribution
This work contributes practical, evidence‑informed insights to the field by positioning connection as a core educational capability in vocational education. It extends trauma‑informed theory into applied VET practice, offering scalable strategies that strengthen learning cultures.
Description
The presentation draws on practice‑based examples from vocational training environments, illustrating how micro-moments of connection can be recognised, intentionally created, and sustained within time‑pressured settings.
Engagement
Participants will engage through reflective prompts, brief scenario analysis, and practice‑focused discussion that supports immediate application.
The purpose of this presentation is to examine how intentional, brief relational interactions—referred to as micro-moments of connection—can enhance learner engagement, wellbeing, and persistence in vocational education settings through trauma‑aware practice.
Background / Context
Research in trauma‑informed education highlights the importance of safety, trust, and relational consistency in supporting learner readiness and cognitive engagement. Grounded in the Berry Street Education Model and developed in partnership with Kangan Institute, this work draws on trauma‑informed and wellbeing‑centred frameworks to explore how educator presence, attunement, and communication shape everyday learning experiences. While curriculum and pedagogy are well theorised, less attention has been given to the cumulative impact of micro‑level educator learner interactions in vocational contexts.
Relevance
The presentation aligns strongly with trauma awareness and trauma‑informed practice by foregrounding relational safety, co‑regulation, and connection as foundational conditions for learning. It emphasises how educators can respond to learners’ emotional and behavioural cues in ways that promote regulation, belonging, and engagement.
Contribution
This work contributes practical, evidence‑informed insights to the field by positioning connection as a core educational capability in vocational education. It extends trauma‑informed theory into applied VET practice, offering scalable strategies that strengthen learning cultures.
Description
The presentation draws on practice‑based examples from vocational training environments, illustrating how micro-moments of connection can be recognised, intentionally created, and sustained within time‑pressured settings.
Engagement
Participants will engage through reflective prompts, brief scenario analysis, and practice‑focused discussion that supports immediate application.
Biography
Grace Langton: Senior Manager Training & Quality, Berry Street Education Model
Grace has a wealth of teaching and youth work experience and an abiding passion for improving learning and wellbeing outcomes for all young people. Grace has extensive leadership experience in managing teams to design and implement education and training programs in schools, the TAFE and university sector and in welfare and juvenile justice settings.
Her work has a focus on the educational experience of students with disabilities and students whose lives have been impacted by trauma or disadvantage. Grace currently works with schools to support their capacity to reach and teach all students, including those who present with challenging or adverse behaviours.
Grace began her career as a performing arts teacher and her work continues to be informed by an appreciation of play, laughter and joy in the classroom.
Mrs Helen Hutchins
Teacher Capability Specialist
Bendigo Kangan Institute
Co-presenter
Biography
Mrs Sandra Spencer
Principal
Lincoln Gardens Primary School
Embedding trauma-informed and culturally responsive practices, strengthening students' capacity to engage, regulate, and succeed.
12:20 PM - 1:05 PMAbstract
Aim:
Share the journey of embedding trauma-informed and culturally responsive practices that advocate for students whose behaviours are often misunderstood, while strengthening their capacity to engage, regulate, and succeed.
Background/Context:
LGPS serves a highly diverse community, with 97% Aboriginal students and high levels of trauma, disadvantage, and disability, both diagnosed and undiagnosed. These experiences significantly impact, relationships, and engagement with learning. In response, the school has prioritised a whole-school trauma-informed approach built on predictable routines, strong relationships, and culturally responsive practices. Research shows that consistent, interventions delivered by trusted adults are highly effective, positioning school staff as key agents of change.
Relevance:
Our work challenges deficit views that interpret behaviour as deliberate defiance, instead building understanding that behaviour is a form of communication. By focusing on safety, trust, and co-regulation, we are creating a culture where student needs are better understood and responded to with empathy and consistency.
Contribution:
This approach demonstrates how schools can advocate for vulnerable students by reducing barriers and creating safe, supportive environments. It offers practical examples of balancing complex needs while building staff capacity and consistency.
Description & Engagement:
Through structured routines, regulation strategies, safe spaces, and personalised supports, and ongoing professional learning. LGPS has developed a culturally responsive trauma-informed model. Participants will engage through authentic stories of challenges, growth, and transformation, gaining practical strategies that can be applied in their own settings.
Share the journey of embedding trauma-informed and culturally responsive practices that advocate for students whose behaviours are often misunderstood, while strengthening their capacity to engage, regulate, and succeed.
Background/Context:
LGPS serves a highly diverse community, with 97% Aboriginal students and high levels of trauma, disadvantage, and disability, both diagnosed and undiagnosed. These experiences significantly impact, relationships, and engagement with learning. In response, the school has prioritised a whole-school trauma-informed approach built on predictable routines, strong relationships, and culturally responsive practices. Research shows that consistent, interventions delivered by trusted adults are highly effective, positioning school staff as key agents of change.
Relevance:
Our work challenges deficit views that interpret behaviour as deliberate defiance, instead building understanding that behaviour is a form of communication. By focusing on safety, trust, and co-regulation, we are creating a culture where student needs are better understood and responded to with empathy and consistency.
Contribution:
This approach demonstrates how schools can advocate for vulnerable students by reducing barriers and creating safe, supportive environments. It offers practical examples of balancing complex needs while building staff capacity and consistency.
Description & Engagement:
Through structured routines, regulation strategies, safe spaces, and personalised supports, and ongoing professional learning. LGPS has developed a culturally responsive trauma-informed model. Participants will engage through authentic stories of challenges, growth, and transformation, gaining practical strategies that can be applied in their own settings.
Biography
Sandra is a passionate educational leader with over 30 years of experience working in low socioeconomic school communities. Throughout her career, she has remained committed to improving outcomes for students impacted by trauma, disadvantage, disability, and complex learning needs. As Principal of LGPS, Sandra has led with a strong focus on equity, inclusion, and creating safe learning environments where every student feels supported to succeed. Her leadership centres on building strong relationships, empowering staff, and creating consistent school-wide practices that strengthen student wellbeing and engagement. Although LGPS completed the Berry Street Education Model training in 2019, Sandra recognised that real change required intentional leadership and a shared vision. In 2023, alongside Meryl, she led a renewed whole-school focus that brought trauma-informed practice to life in everyday classrooms. Sandra is passionate about building inclusive school cultures that create equitable access to learning for every child.
Miss Meryl Perks
Leigh Creek Area School
Co-presenter
Biography
Meryl first encountered the Berry Street Education Model as a specialist Japanese teacher, where she quickly saw the positive impact it had on student engagement, regulation, and connection. Inspired by these outcomes, she went on to champion trauma-informed practice as Wellbeing Leader at LGPS, leading the development of whole-school agreements, building staff capacity, and embedding consistent practices across the school. In 2023, alongside Sandra, Meryl played a key role in bringing the Berry Street Education Model to life through a united leadership approach that turned professional learning into daily practice. Now a Principal, Meryl brings a valuable understanding of the roles teachers and leaders play in creating sustainable change. She is passionate about sharing practical strategies that strengthen school culture, support student wellbeing, and ensure all students have equitable opportunities to learn and thrive.
