Session 1D
Tracks
Track 4
| Thursday, October 29, 2026 |
| 11:30 AM - 1:05 PM |
| Meeting room P7, Plaza Level |
Overview
Meeting room P7
Speaker
Mrs Sarah Harwood
Ceo
Queensland Institute of Play Therapy
Every word matters: how educator language shapes the developing sense of self in trauma-impacted children
11:30 AM - 12:15 PMAbstract
This presentation explores the powerful role educator language plays in shaping the developing sense of self in children impacted by trauma. In the sensitive and formative early years, children internalise repeated relational interactions as beliefs about who they are. For trauma-impacted children, everyday classroom moments can either reinforce shame-based narratives or cultivate safety, competence, and agency.
Beginning with an overview of how trauma affects nervous system regulation and identity formation, participants will gain insight into how subtle cues of tone, phrasing, and response become identity messages. Through a trauma-informed lens grounded in relational neuroscience and play therapy principles, the session highlights how language can function as a regulating cue of safety or threat.
The presentation emphasises the educator’s role not only as behaviour guide, but as identity builder. Participants will explore practical shifts from praise, correction, and compliance-based responses toward reflective and regulating language that strengthens internal safety and self-trust.
Using applied classroom examples, the session demonstrates how intentional communication can interrupt shame cycles and foster resilience from the inside out. Participants will leave with concrete, immediately usable language tools to support trauma-aware practice in early childhood settings.
In conclusion, this presentation advocates for viewing educator voice as a central component of trauma-aware education, with the potential to profoundly influence children’s developing sense of self.
Beginning with an overview of how trauma affects nervous system regulation and identity formation, participants will gain insight into how subtle cues of tone, phrasing, and response become identity messages. Through a trauma-informed lens grounded in relational neuroscience and play therapy principles, the session highlights how language can function as a regulating cue of safety or threat.
The presentation emphasises the educator’s role not only as behaviour guide, but as identity builder. Participants will explore practical shifts from praise, correction, and compliance-based responses toward reflective and regulating language that strengthens internal safety and self-trust.
Using applied classroom examples, the session demonstrates how intentional communication can interrupt shame cycles and foster resilience from the inside out. Participants will leave with concrete, immediately usable language tools to support trauma-aware practice in early childhood settings.
In conclusion, this presentation advocates for viewing educator voice as a central component of trauma-aware education, with the potential to profoundly influence children’s developing sense of self.
Biography
Sarah Harwood was a music teacher for 12 years, and has experience with working with children and teens. Sarah received a Master of Arts (MA) degree in Marriage, Child and Family Therapy from City University of Seattle, USA. She worked in the community mental health setting specialising with children with complex trauma.
Sarah completed her Play Therapy Training through the Association for Play therapy, USA. She was a board member for the Washington Association for Play Therapy (2015 - 2018). Sarah is the past President of the Australian Play Therapists Association 2020-2023.
Sarah has a busy private practice in Brisbane, where she continues to work with clients, and provides supervision specialising in Play Therapy. Sarah is the founder of the Queensland Institute of Play Therapy, where she teaches mental health professionals the modality of Play Therapy.
Mrs Nina Ribic
Southern Cross University
I know the theroy but the room is on fire
12:20 PM - 1:05 PMAbstract
Aim:
This practice-based presentation aims to help teachers and educators make trauma-aware responses more possible, more consistent, and less overwhelming in everyday classroom practice.
Background/Context:
Many educators understand trauma-aware principles, including the importance of safety, connection, and regulation. Yet in busy classroom moments, it can be hard to turn that knowledge into action. The risk is that trauma-aware practice becomes something educators value, but struggle to use consistently under pressure.
Relevance:
Drawing from early childhood practice, this presentation explores how educators can stay trauma-aware in the first seconds of a difficult moment. It introduces “Stop. Seen, Safe, Stat.” as a memorable first-response anchor to help children feel seen and safe before analysing or correcting behaviour. While the examples come from early childhood, the principle is relevant across educational settings.
Contribution:
This presentation offers a practical bridge between trauma-aware theory and everyday classroom action. By giving educators a simple first response they can return to consistently, it shows how small moments of safety and connection can accumulate over time to support children’s wellbeing and reduce educator overwhelm.
Description:
The presentation will use practice-based storytelling and concrete examples of visible and less visible distress to show how this first response can look in everyday interactions.
Engagement:
Participants will be invited to recognise children and moments from their own settings, reflect on what makes trauma-aware responses difficult in real time, and leave with one small shift they can use in practice.
This practice-based presentation aims to help teachers and educators make trauma-aware responses more possible, more consistent, and less overwhelming in everyday classroom practice.
Background/Context:
Many educators understand trauma-aware principles, including the importance of safety, connection, and regulation. Yet in busy classroom moments, it can be hard to turn that knowledge into action. The risk is that trauma-aware practice becomes something educators value, but struggle to use consistently under pressure.
Relevance:
Drawing from early childhood practice, this presentation explores how educators can stay trauma-aware in the first seconds of a difficult moment. It introduces “Stop. Seen, Safe, Stat.” as a memorable first-response anchor to help children feel seen and safe before analysing or correcting behaviour. While the examples come from early childhood, the principle is relevant across educational settings.
Contribution:
This presentation offers a practical bridge between trauma-aware theory and everyday classroom action. By giving educators a simple first response they can return to consistently, it shows how small moments of safety and connection can accumulate over time to support children’s wellbeing and reduce educator overwhelm.
Description:
The presentation will use practice-based storytelling and concrete examples of visible and less visible distress to show how this first response can look in everyday interactions.
Engagement:
Participants will be invited to recognise children and moments from their own settings, reflect on what makes trauma-aware responses difficult in real time, and leave with one small shift they can use in practice.
Biography
Nina is an early childhood teacher, child development professional, parent educator, and someone who has spent a lot of time thinking about what actually helps children feel safe with adults. She has more than 14 years of experience working with children, families, and teachers across early childhood and community-based practice. Before moving to Australia, she co-founded a family centre and built a private practice supporting parents through child development education and relational, trauma-informed approaches. She was also one of the first in Slovenia to offer educator training focused specifically on trauma-informed education practice. Nina is now continuing postgraduate study in early childhood education in Australia, bringing this experience into the Australian ECEC context. She believes small moments are never just small moments in a child’s life; they quietly shape a child’s sense of trust, belonging, and self-worth.
