Exposure to trauma among children and young people is increasingly prevalent, prompting Australian schools to embed trauma-informed practices. Professional learning has supported teachers to recognise trauma-related responses (e.g., dysregulation, impulsivity, hostility, and disruption), yet less is known about how schools are building trauma-responsive communities. This exploratory study draws on interviews with school leaders, teachers, and school‑based allied health professionals (e.g., counsellors, social workers) who have completed a Graduate Certificate or Master of Education in Trauma-Aware Education program to provide a nuanced picture of how schools work to reduce the detrimental impact of trauma. Using the conditions of systems change model (Kania et al., 2018), findings show that trauma-informed education is largely driven by committed individuals but remains constrained by fragmented policy, limited resourcing and support, and inconsistent staff buy-in. The study underscores the need for holistic, system-wide change across policies, relationships, and entrenched beliefs.

Abstract:
Carinity Education Glendyne is a Special Assistance School (SAS) in regional Queensland, serving a community shaped by low socio-economic conditions, limited youth engagement opportunities, and intergenerational enrolment. Located in Hervey Bay, young people often describe the area as offering “nothing to do,” contributing to disengagement and, for some, involvement in antisocial behaviour.

Over nearly 30 years, Glendyne has developed into a relational, adaptive setting. We are now seeing former students return to enrol their own children, reflecting both continuity and entrenched cycles of trauma and system disengagement.

Our cohort includes many young people diagnosed with Attention-Deficit/Hyperactivity Disorder and other neurodiverse profiles, alongside a significant number who identify as part of the LGBTQIA+ community. This reinforces the need for inclusive, trauma-aware environments grounded in safety, belonging, and high expectations.

In response, we developed the Outreach Program, a four-day-per-week trauma-aware initiative supporting students unable to engage even in flexible schooling. The model prioritises connection, dignity, and agency, with learning delivered through functional literacy, numeracy, and real-world community engagement.

This interactive workshop shares the program’s design and impact through de-identified case studies. Participants will co-design trauma-aware responses relevant to their own contexts, drawing on practitioner knowledge, lived experience, and regional insight.

Outcomes include improved engagement, reduced justice involvement, and increased pathways into employment and training. The session reframes success as connection, dignity, and sustainable life outcomes.