Dr Carmel Hobbs is an academic in the School of Education at the University of Tasmania and Director of the Trauma and Violence Informed Practice Research Lab. Her work sits at the intersection of education, public health, violence prevention and social justice, with a focus on improving systems responses to children and young people affected by trauma, adversity and violence. Carmel has worked across university, government and community sectors, bringing a strong translation focus to research, teaching and policy engagement. Her research includes youth intimate partner violence, trauma-informed practice in schools and higher education, and responses to children and young people experiencing family and domestic violence. Mandeep Kaur is a medical student and recently the Australian Medical Students' Association Global Health Conference co-convener (2025), and Global Health National Coordinator (2024). She is interested in health equity, compassionate clinical practice and the role of medical education in preparing future doctors to provide safe and responsive care. Mandeep is part of a student-led project exploring how Australian medical students understand and encounter trauma-informed care during their training. Through this work, she is contributing to a growing conversation about how medical curricula can better prepare students to recognise the impacts of trauma, respond with sensitivity, and support patient safety and dignity in clinical settings. Her involvement reflects a commitment to strengthening student voice in medical education and advocating for approaches to healthcare that are grounded in empathy, respect and social justice. Julia Silveri is a medical student and the Global Health Chair of the Australian Medical Students' Association. She has a strong interest in patient-centred care, trauma-informed practice and the ways medical education can better equip students for the realities of clinical work. Julia is part of a student-led national project examining Australian medical students’ exposure to trauma-informed care, their confidence in applying trauma-informed principles, and the gaps they identify in current training. Through this work, she is helping to highlight the importance of embedding trauma-informed care more clearly and practically within medical degrees. Julia’s contribution reflects her commitment to safe, compassionate and equitable healthcare, and to ensuring future doctors are better prepared to care for people affected by trauma.

Owen Smith is a TAFE teacher at Victoria University (VU). Owen teaches into the Vocational Education and Training (VET) youth work courses. He received a Masters in Research Practice in 2025 from VU, investigating how VET teacher approach teaching about trauma in VET youth work courses. Owen's resesarch to date has focused on equity and inclusion in tertiary education, trauma-informed teaching and learning practices, and pedagogy in the VET sector. Owen strongly believes that tertiary education plays a key role in social mobility and community development. He believes all students and young people deserve the right to achieve their educational goals, without experiecing unneccessary barriers.

Prof. Marcelle Cacciattolo is a full Professor and is the Associate Director of Research Training in the Institute for Sustainable Industries and Liveable Cities at Victoria University, Australia. She received her Ph.D. from Monash University in 2002. Over the last twenty-four years her research has been cross-disciplinary involving health sciences and education-based research. Other research projects that Marcelle has been involved in include young people and their wellbeing, refugee relocation, trauma aware standpoints, social justice and innovative teaching and learning pedagogies within tertiary settings. Marcelle works closely with preservice teachers and schools to examine how inclusive pedagogies can support students and families who are the least advantaged.

Dr Annemarie Agborchi is a Teaching Focused Academic at Victoria University. Her work focuses on preparing pre‑service teachers to engage respectfully and effectively with diverse learners, with particular expertise in culturally inclusive education and trauma‑informed practice. Annemarie holds a PhD examining funds of identity through research with adolescents from the South Sudanese Australian community in Melbourne. Her study explored how young people navigate racism, belonging, and dual cultural expectations, and how they use counter‑narratives and community cultural wealth to resist deficit portrayals and strengthen their identities. Her current research focuses on strengthening initial teacher education programs, enhancing cultural safety, and supporting pre‑service teachers’ professional growth. Annemarie’s practice and scholarship are grounded in decolonising perspectives, community partnership, and a commitment to equity in education.

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.