RESEARCH SHOWCASE 1
Tracks
Track 3
| Thursday, October 29, 2026 |
| 4:00 PM - 5:00 PM |
| Meeting room P6, Plaza Level |
Overview
Meeting room P6
Speaker
Dr Carmel Hobbs
University of Tasmania
Before They Meet Patients: Student Perspectives on Trauma-Informed Care in Australian Medical Education
4:00 PM - 4:10 PMAbstract
Aim: To share a student-led exploration of how students in medical degrees in Australia understand, encounter and feel prepared to practise trauma-informed care.
Background/Context: Trauma-informed care is increasingly recognised as essential to safe, equitable healthcare, yet its place in medical curricula remains uneven. This project was conceived by four medical students from Tasmania, Victoria and New South Wales with a shared interest in advancing health equity. Although “trauma informed” is increasingly referenced in healthcare, the students wanted to understand its inclusion and perceived adequacy in medical degrees.
Relevance: Centring student voice, this presentation connects trauma-aware education with students’ experiences of learning at university and on clinical placement. It combines student reflections with survey data from more than 150 medical students across Australia to inform trauma-informed medical education.
Contribution: By examining an under-researched area of medical education, this project supports advocacy for trauma-informed care to be embedded within all university medical degrees and reflected in graduate outcome standards, so future doctors are better prepared to provide safe, compassionate and responsive care for people affected by trauma.
Description: An interdisciplinary education and medicine team worked with students to administer an anonymous online mixed-methods survey of currently enrolled Australian medical students. Quantitative items examined exposure to trauma-informed education and confidence across key principles, while free-text responses invited additional comments.
Engagement: Audience members will participate in a polling activity: “what should future doctors learn before they meet patients?” This will be followed by a student-voice vignette and facilitated discussion on translating findings into action.
Background/Context: Trauma-informed care is increasingly recognised as essential to safe, equitable healthcare, yet its place in medical curricula remains uneven. This project was conceived by four medical students from Tasmania, Victoria and New South Wales with a shared interest in advancing health equity. Although “trauma informed” is increasingly referenced in healthcare, the students wanted to understand its inclusion and perceived adequacy in medical degrees.
Relevance: Centring student voice, this presentation connects trauma-aware education with students’ experiences of learning at university and on clinical placement. It combines student reflections with survey data from more than 150 medical students across Australia to inform trauma-informed medical education.
Contribution: By examining an under-researched area of medical education, this project supports advocacy for trauma-informed care to be embedded within all university medical degrees and reflected in graduate outcome standards, so future doctors are better prepared to provide safe, compassionate and responsive care for people affected by trauma.
Description: An interdisciplinary education and medicine team worked with students to administer an anonymous online mixed-methods survey of currently enrolled Australian medical students. Quantitative items examined exposure to trauma-informed education and confidence across key principles, while free-text responses invited additional comments.
Engagement: Audience members will participate in a polling activity: “what should future doctors learn before they meet patients?” This will be followed by a student-voice vignette and facilitated discussion on translating findings into action.
Biography
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.
Miss Mandeep Kaur
Australian Medical Student Association
Co-presenter
Biography
I am a final-year medical student at the University of New South Wales, currently completing my studies at the Coffs Harbour Rural Clinical Campus. Through the Australian Medical Students Association I have had the opportunity to collaborate with the University of Tasmania to explore my interest in the intersection between trauma-informed care and medical student education, and its implications for patient care. Throughout my degree, I have held a range of roles focused on student wellbeing and health advocacy, including presenting a medical student perspective on the gaps in how women’s pain is recognised and addressed in medical training. These experiences have strengthened my interest in how we can better equip future healthcare professionals to recognise and respond to the impacts of trauma in clinical practice.
Dr Julia Silverii
Australian Medical Students' Association
Co-presenter
Biography
I am a junior doctor at Bayside Health Peninsula in Melbourne and the immediate past Chair of the Australian Medical Students' Association (AMSA) Global Health Committee. My main interest is health equity, including rural health, global health and ensuring people who have experienced trauma are able to receive appropriate high-quality medical care.
Mr Owen Smith
Lead Educator
Victoria University
Perspectives on teaching about trauma in VET youth work courses
4:10 PM - 4:20 PMAbstract
Aim:
This submission will provide insights into two research projects conducted into Vocational Education and Training (VET) youth work qualifications at Victoria University. These projects focused on the perspectives of students and VET teachers when learning and teaching about trauma.
Background/Context:
The first project highlights the perspective of students when learning about being a trauma aware youth worker in the Certificate IV of Youth Work. Data findings include VET teacher knowledge of trauma playing a central role in enhancing student skills and knowledge in trauma-informed practice. Students also discussed a range of pedagogical practices that assisted them in being able to connect theory to practice when investigating trauma-aware teaching standpoints.
The second project encompasses the experiences of VET teachers when teaching about trauma in the Certificate IV and Diploma of Youth Work. Key findings about pedagogical approaches include creating a safe teaching and learning environment, the value of role plays, the inclusion of real-life scenarios and the need to have access to professional development on trauma education.
Relevance:
This research provides key insights about how VET youth work students learn about qualities that make up an effective trauma-aware practitioner. In addition this presentation will provide insight into how VET teachers approach teaching about trauma-aware standpoints in tertiary education.
Contribution:
The research provides insights about how best to approach teaching about trauma in VET settings.
Description:
A qualitative methodology was utilized, with semi-structured interviews and thematical analysis.
Engagement:
The audience will be encouraged to engage with the presentation through interactive slides.
This submission will provide insights into two research projects conducted into Vocational Education and Training (VET) youth work qualifications at Victoria University. These projects focused on the perspectives of students and VET teachers when learning and teaching about trauma.
Background/Context:
The first project highlights the perspective of students when learning about being a trauma aware youth worker in the Certificate IV of Youth Work. Data findings include VET teacher knowledge of trauma playing a central role in enhancing student skills and knowledge in trauma-informed practice. Students also discussed a range of pedagogical practices that assisted them in being able to connect theory to practice when investigating trauma-aware teaching standpoints.
The second project encompasses the experiences of VET teachers when teaching about trauma in the Certificate IV and Diploma of Youth Work. Key findings about pedagogical approaches include creating a safe teaching and learning environment, the value of role plays, the inclusion of real-life scenarios and the need to have access to professional development on trauma education.
Relevance:
This research provides key insights about how VET youth work students learn about qualities that make up an effective trauma-aware practitioner. In addition this presentation will provide insight into how VET teachers approach teaching about trauma-aware standpoints in tertiary education.
Contribution:
The research provides insights about how best to approach teaching about trauma in VET settings.
Description:
A qualitative methodology was utilized, with semi-structured interviews and thematical analysis.
Engagement:
The audience will be encouraged to engage with the presentation through interactive slides.
Biography
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
Associate Director Of Research Training- Institute for Sustainable Industries and Liveable Cities
Victoria University
Co-presenter
Biography
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
Teaching Focused Academic
Victoria University
Developing Trauma‑Informed and Culturally Responsive Teachers: Insights from the SWiRL Program
4:20 PM - 4:30 PMAbstract
Aim:
This presentation examines the development of a professional learning resource designed to support pre‑service teachers participating in the Story Writing in Remote Locations (SWiRL) program in First Nations communities.
Background/Context:
Although trauma‑informed practice is increasingly recognised as essential in teacher education, limited research explores how pre‑service teachers develop trauma awareness and culturally responsive capabilities in remote First Nations contexts. This study addresses this gap by examining pre‑service teachers’ reflections before and after the SWiRL program to understand how their perceptions of trauma, cultural safety, and professional identity evolve.
Relevance:
Initial findings indicate that engaging in remote community contexts, when viewed through a trauma‑informed lens, deepened pre‑service teachers’ recognition of the impacts of trauma and intergenerational trauma on learning and behaviour. Participants also reported increased awareness of their own cultural positioning and a strengthened commitment to relational, culturally responsive teaching practices.
Contribution:
These insights informed the design of a professional learning resource that integrates trauma‑informed principles with culturally responsive pedagogy, supporting pre‑service teachers to work respectfully, safely, and effectively with First Nations students and communities.
Description:
A qualitative design was employed using semi‑structured interviews conducted before and after the SWiRL program. Pre‑program interviews explored perceptions of trauma, cultural competency, anticipated challenges, and support needs, while post‑program interviews examined how immersion in remote contexts shaped knowledge, attitudes, and pedagogical approaches. Thematic analysis was utilised.
Engagement:
The presentation will feature a 5‑minute video created across three remote First Nations communities and interview vignettes illustrating key themes and pre‑service teachers’ experiences.
This presentation examines the development of a professional learning resource designed to support pre‑service teachers participating in the Story Writing in Remote Locations (SWiRL) program in First Nations communities.
Background/Context:
Although trauma‑informed practice is increasingly recognised as essential in teacher education, limited research explores how pre‑service teachers develop trauma awareness and culturally responsive capabilities in remote First Nations contexts. This study addresses this gap by examining pre‑service teachers’ reflections before and after the SWiRL program to understand how their perceptions of trauma, cultural safety, and professional identity evolve.
Relevance:
Initial findings indicate that engaging in remote community contexts, when viewed through a trauma‑informed lens, deepened pre‑service teachers’ recognition of the impacts of trauma and intergenerational trauma on learning and behaviour. Participants also reported increased awareness of their own cultural positioning and a strengthened commitment to relational, culturally responsive teaching practices.
Contribution:
These insights informed the design of a professional learning resource that integrates trauma‑informed principles with culturally responsive pedagogy, supporting pre‑service teachers to work respectfully, safely, and effectively with First Nations students and communities.
Description:
A qualitative design was employed using semi‑structured interviews conducted before and after the SWiRL program. Pre‑program interviews explored perceptions of trauma, cultural competency, anticipated challenges, and support needs, while post‑program interviews examined how immersion in remote contexts shaped knowledge, attitudes, and pedagogical approaches. Thematic analysis was utilised.
Engagement:
The presentation will feature a 5‑minute video created across three remote First Nations communities and interview vignettes illustrating key themes and pre‑service teachers’ experiences.
Biography
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.
Ms Feren Yen
Australian Trauma Education Centre
Trauma-informed adult education in Australia: preliminary findings on landscape and staff development needs
4:30 PM - 4:40 PMAbstract
Aim: To share preliminary findings from a doctoral study examining the current landscape of trauma-informed adult education in Australian higher education institutions and recommended approaches for staff development and learner support.
Background/Context: A policy scan of publicly available documents revealed predominantly reactive policies supporting counselling, safe environments, and harassment prevention, with limited integration into teaching and learning. Student surveys highlighted insufficient communication, demand for mandatory paid staff training, and the value of academic flexibility and relational support. Staff surveys emphasised needs for foundational training, trauma-informed pedagogy, and enhanced student support pathways. Focus groups with professional and academic staff across vocational and university settings confirmed reactive identification, institutional barriers, including cultural oversights, and sessional workloads, alongside strong calls for culturally responsive training that incorporates Indigenous First Aid and Ngangkaṟi healers, centralised referral portals, flexible credit transfer policies, and sorry business support.
Relevance: The findings directly illuminate gaps in trauma awareness and trauma-informed practice for adult learners impacted by trauma within Australian higher education.
Contribution: Evidence-based recommendations for mandatory culturally responsive staff development, centralised support infrastructure, flexible policies, and systemic integration offer practical pathways to strengthen learner outcomes and staff wellbeing sector-wide.
Description: Mixed-methods design incorporating a policy scan, separate staff and student surveys, and focus groups with professional and academic staff in vocational and university settings in Australia.
Background/Context: A policy scan of publicly available documents revealed predominantly reactive policies supporting counselling, safe environments, and harassment prevention, with limited integration into teaching and learning. Student surveys highlighted insufficient communication, demand for mandatory paid staff training, and the value of academic flexibility and relational support. Staff surveys emphasised needs for foundational training, trauma-informed pedagogy, and enhanced student support pathways. Focus groups with professional and academic staff across vocational and university settings confirmed reactive identification, institutional barriers, including cultural oversights, and sessional workloads, alongside strong calls for culturally responsive training that incorporates Indigenous First Aid and Ngangkaṟi healers, centralised referral portals, flexible credit transfer policies, and sorry business support.
Relevance: The findings directly illuminate gaps in trauma awareness and trauma-informed practice for adult learners impacted by trauma within Australian higher education.
Contribution: Evidence-based recommendations for mandatory culturally responsive staff development, centralised support infrastructure, flexible policies, and systemic integration offer practical pathways to strengthen learner outcomes and staff wellbeing sector-wide.
Description: Mixed-methods design incorporating a policy scan, separate staff and student surveys, and focus groups with professional and academic staff in vocational and university settings in Australia.
Biography
Feren Yen has worked in the VET industry since 2015. A lifelong learner, she currently serves as director of the Australian Trauma Education Centre and Senior Learning and Teaching Specialist at RMIT University.
In 2017 Feren completed a fellowship with the International Specialised Skills Institute on engaging and supporting disadvantaged students in adult education. She is completing an Ed.D with a focus on trauma-aware education for adult learners and was recently awarded an Associate Fellow of the Higher Education Academy (Indigenous Knowledge).
Outside higher education she runs mentoring programs as a Trauma Centre – Trauma Sensitive Yoga trainer in Australasia. Reach out to connect on LinkedIn or over a chai.
Session chair
Anne Southall
Senior Lecturer
La Trobe University
