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Exposure to adverse and traumatic events in childhood has been found to lead to poorer academic and social-emotional outcomes in school settings. The psychological impact of exposure to such events, referred to as childhood trauma, has been identified as a key driver of these educational difficulties. First Nations students have been found to experience higher rates of childhood trauma compared to non-First Nations students, with historical and intergenerational adversity contributing to such difficulties. There are national guidelines in Australia for the use of trauma-informed care practices in schools to reduce the impact of childhood trauma on educational engagement. This pilot case study examines teachers' experiences in a regional school implementing trauma-informed practices with First Nations students. Findings highlight the complexities of balancing students' safety and belonging with teachers' professional and personal needs in sustaining trauma-informed practice. Implications for implementing trauma-informed education with First Nations communities are discussed.

Despite a strong body of evidence demonstrating the importance of school belonging across multiple measures of wellbeing and academic outcomes, many students still do not feel a sense of belonging to their school. Moreover, school closures caused by COVID-19 lockdowns have exacerbated challenges for developing a student's sense of school belonging. The current study used closed- and open-ended survey questions to explore student perspectives of practices influencing belonging in a sample of 184 Australian secondary school students. Thematic analysis of student responses to open-ended survey questions yielded four themes related to teacher-level practices influencing student belonging: emotional support, support for learning, social connection, and respect, inclusion and diversity. The implications of these findings are discussed, and strategies are suggested for implementing these student-identified practices.

COVID-19 presented a range of challenges to the delivery of school psychology services in countries around the world. The current study aimed to investigate the practices of school psychologists from the United States of America, Australia, Germany, Canada, and the United Kingdom, including changes to practice and exploration of the factors that supported the delivery of school psychology services during the pandemic. Quantitative and qualitative data were collected from 1,030 school psychologists and analyzed using a mixed methods, multiple case study design. Differing impacts of the pandemic on the working hours of school psychologists were reported across countries. Participants in all countries reported a shift to online working, with an increased focus on consultation and intervention and a reduction in psychoeducational assessments. School psychologists from all nations emphazised the importance of self-care strategies, social connections and physical activity and the role of support via supervision or professional networks. Access to appropriate technology and responsive workplace policies and procedures were also identified as important. Results have implications for the internationalization of the school psychology profession and can inform international school psychology planning in response to future crises.

Connection with others and a sense of belonging is essential for student school engagement and success. Relationship building practices are therefore central within trauma-informed frameworks that aim to support students with a history of interpersonal trauma. The purpose of this systematic review was to evaluate the research literature regarding relationship building strategies that have been implemented within educational systems as part of their trauma-informed practices. The relationship building strategies, outcomes, and phenomenological experiences of teachers and students were evaluated. Four electronic databases were systematically searched and studies within the education system, from preschool to high school, which included connectedness to school through relationship building as part of a trauma-informed practice protocol, were included in the searches. Thirteen studies were identified where educational settings implemented relationship building strategies within well-established, eclectic, or relationship-specific trauma-informed models. Results suggest great variability of implementation and strategies related to relationship building across school settings, even within studies implementing the same trauma-informed framework. Across studies, positive outcomes reported included improved relationships with teachers, better relationships with other students, greater use of relationship building practices, an increased willingness of teachers to develop better relationships with their trauma-affected students, and improved relationships with families. The study concludes that relationship building strategies within the school system need to be considered and implemented within a systems framework where teacher-child and teacher-family relationships are supported and encouraged. Further, these strategies are more likely to be sustainable when teachers receive ongoing support., Author(s): Michelle Wilson-Ching [sup.1] , Emily Berger [sup.1] Author Affiliations: (1) https://ror.org/02bfwt286, grid.1002.3, 0000 0004 1936 7857, School of Educational Psychology and Counselling, Faculty of Education, Monash University, , 19 [...]

Historically, the professional structure of higher education has provided restricted employment, career, and leadership opportunities for women. This is exacerbated where there is an intersection between gender and race, culture, religion, or age. Women continue to be underrepresented in senior leadership positions across a range of disciplines, and this lack of representation of women within the professional structure of higher education itself acts as a barrier for more women reaching senior levels within institutions. More women are needed in higher positions to increase representation and visibility, and to encourage and mentor others to then aspire to follow a similar path. This critical review examines gender equity across the major career benchmarks of the academy in light of the impact of the personal contexts of women, systemic processes, and cultural barriers that hinder career progression. Research-based systemic solutions that work towards improved gender equity for women are discussed. The findings from this critical review highlight the need for global systemic change in higher education to create ethical equities in the employment, career, and leadership opportunities for women.

Childhood trauma is a significant concern in Australia and internationally. Professionals working in the early childhood education sector (i.e., providing early childhood education and care to infants, toddlers, and children from birth to age eight) are positioned to provide valuable support for children affected by trauma. However, there is less research on early childhood professionals' perspectives and experiences of supporting trauma-exposed children compared to other education professionals (e.g., primary and secondary school teachers). This study explored early childhood professionals' perspectives and experiences in relation to supporting children exposed to trauma. Semi-structured interviews were conducted with 14 early childhood professionals in Victoria, Australia, and data were analysed using thematic analysis. The findings illustrate that while educators develop valuable skills and experience growth from supporting trauma-exposed children and their families, they also experience emotional distress and challenges. Educators noted that there are limited professional development opportunities to learn about childhood trauma, and limited access to qualified and knowledgeable staff who can help them when supporting these learners. Implications from this study emphasise the importance of designing and delivering trauma-based professional learning opportunities and policies for early childhood educators.

Schoolteacher and early childhood educator wellbeing is associated with their ability to provide high-quality educational experiences to students and children in their care. Given the importance of this topic, this systematic review sought to (1) identify available evidence-based wellbeing initiatives for educators and schoolteachers, (2) appraise the quality of evidence demonstrating the efficacy of these initiatives, and (3) summarise the characteristics of these initiatives. In total, 23 studies on 19 distinct initiatives were identified. Although most initiatives improved schoolteacher wellbeing, the quality of available evidence is modest, especially for early childhood educators. Existing teacher and educator wellbeing initiatives predominantly target individual and not systematic determinants of educator wellbeing, even though wellbeing of these groups is determined by a combination of personal and education setting influences. More research is needed to improve the evidence on teacher and early childhood educator wellbeing initiatives, as well as development of initiatives that aim to change workplace demands and education setting culture.

Childhood trauma has well-documented negative effects on children, including in the school setting. First Nations students are disproportionately exposed to trauma. However, limited research has explored teachers' experiences in response to trauma-affected First Nations students. This study aimed to explore teachers' experiences of supporting First Nations students with a trauma history. Ten teachers and school staff were interviewed using a semi-structured interview schedule, and the interviews were analysed using thematic analysis. Six themes emerged from the interviews: (1) The Landscape of Trauma; (2) The Impact of Trauma; (3) Trust and Relationships; (4) An Individualised Approach; (5) Red Tape; and (6) The Silver Lining. Results showed that culturally responsive training is required to equip schools to support First Nations students with a trauma background. Future research should also evaluate the effectiveness of trauma-informed programs with marginalised student populations.

Exposure to domestic violence in childhood can have long-term negative impacts on the social and emotional functioning and educational outcomes of children and adolescents. This study is the first known Australian research to examine teachers' experiences of supporting students exposed to domestic violence. Interviews with eleven primary and secondary school teachers revealed the substantial impact of students' domestic violence exposure on teachers, the need for support from other school staff, and the benefits of targeted professional development. Results suggest that there is a need for teacher training in relation to supporting students with exposure to domestic violence, better recognition of the impacts of students' exposure to domestic violence on teachers, changes to the way information is communicated with teachers, and improved protocols and policies to support teachers. Outcomes of this study can be used to inform future training and supports for teachers.

The challenges and changes driven by the Coronavirus Disease 2019 (COVID-19) pandemic in the education sector have been linked to high rates of anxiety, depression, and post-traumatic symptoms in school-aged populations. Despite this, it is also acknowledged that children and young people can be resilient and adaptable, with the right support in place. In schools, psychologists play an important role in supporting students' learning, behavior, wellbeing, and mental health. The aim of this study is to investigate the practices of Australian school psychologists during COVID-19 related school closures, focusing on their experiences and challenges and how they adapted their practices. Twelve Australian school psychologists were interviewed and, after member checks were undertaken, interview transcripts were analyzed using thematic analysis. Six interrelated themes were identified including: (a) heightened student psychological stress, (b) alternative delivery modes and associated challenges, (c) close collaboration with families, (d) participants personal challenges during COVID-19, (e) assessment during COVID-19, and (f) possible long-term practice changes post pandemic. The results of this study have implications for policies to support students in future pandemics or where physical school attendance is disrupted (e.g., natural disasters).

A student's sense of school belonging is critical to school success, yet internationally, a large proportion of secondary students do not feel that they belong to their school. However, little is understood about how schools can address this issue, nor what evidence-based interventions are available to increase belonging among secondary school students. The aim of this study is to identify and critically review the evidence on school-based interventions that increase a sense of school belonging in adolescents. Seven electronic databases and the Cochrane Central Register of Controlled Trials were searched from 1999 to February 2021 using 'school belonging' and 'intervention' amongst the key search terms. A total of 22 controlled trials were identified with 14 studies reporting effective school-based interventions for enhancing a sense of adolescent school belonging. Successful interventions targeted students' strengths and promoted positive interactions between students and between school staff and students. Overall, this review found a paucity of interventions that intentionally aimed to develop adolescent school belonging. Inconsistencies in terminology use and definitions describing school belonging were identified even when similar measurement tools were utilised. Findings of this review have important practice implications and provide information to support schools to select evidence-based interventions to improve students' sense of school belonging.

This exploratory study aimed to identify the ways psychologists working in schools supported students' mental health during school closures related to the COVID-19 pandemic. An online survey was developed to determine (a) how psychologists working in schools across the United States, Canada, Germany, and Australia supported students' mental health during COVID-19, (b) how their services changed during COVID-19, and (c) potential differences between countries concerning difficulties supporting students' mental health during this time. The survey was based on previous research and was subsequently piloted. Using convenience and snowball sampling, 938 participants (U.S. n = 665; Canada n = 48; Germany n = 140; Australia n = 85) completed the online survey. Overall, school psychology services across these four countries pivoted from psychoeducational assessments to virtual counseling, consultation, and the development/posting of online support directly to children or parents to use with their children. There was some variation between countries; during the pandemic, significantly more psychologists in Germany and Australia provided telehealth/telecounseling than those in the United States and Canada, and psychologists in Germany provided significantly more hardcopy material to support children than psychologists in other countries. There is a need to ensure psychologists have the appropriate technological skills to support school communities during periods of school closure, including, but not limited to, virtual counseling and the administration of psychoeducational assessments.

Objective: This systematic review examined the impacts of therapy dogs on the social and emotional wellbeing of K-12 students. Procedure: Five electronic databases (PsycINFO, Informit A+ Education, PubMed, Web of Science and ProQuest Dissertations & Theses Global) were searched to find English language, grey literature and peer-reviewed articles up to November 2020. Results: A narrative synthesis of 23 articles indicated that therapy dogs may enhance students' mood and positive emotionality, social and communication skills, confidence and their relationship with teachers. Inconsistently, other studies reported that therapy dogs may not enhance the social and emotional wellbeing of students. Conclusion: The current research is characterised by methodological limitations and an over-reliance on the perceptions of students and teachers. To enhance the quality and reliability of the evidence, future researchers are encouraged to adopt more rigorous methodologies with larger sample sizes and control procedures. It is also recommended that the perceptions of school leaders, other educational personnel and interdisciplinary health professionals are incorporated into future studies. This may contribute to a greater level of consensus in the educational sector about the impacts of therapy dogs on the social and emotional wellbeing of K-12 students.

Objective: This study explored how psychologists in Australia assess and diagnose adults with dyslexia. Psychologists' understandings about dyslexia were recorded alongside the tools used for diagnosing adults with dyslexia (and how these differ from practices with young people). Training experiences and influential factors on diagnostic decision-making in assessing adults for dyslexia were identified. Method: An online survey, based on the study aims, was distributed to various professional associations. Participants were 32 registered psychologists in Australia who had assessed adults for dyslexia. Survey responses were analysed using descriptive statistics and non-parametric analyses. Results: Most participants reported: (1) that dyslexia is attributable to deficits in phonological processing and rapid automatized naming, (2) assessing adults for dyslexia involves the administration of Wechsler cognitive and achievement tests, (3) familiarity with test tools, diagnostic criteria, and clinical judgement informed adult-focused dyslexia assessment practices, (4) adults and children are assessed for dyslexia in similar ways, and (5) there is little post-registration training specific to assessing adults for dyslexia. Conclusions: Psychologists extrapolated child-focused dyslexia assessment practices to adults. This may result in a missed dyslexia diagnosis and/or expending unnecessary resources on assessment. There is a need for increased training in developmentally-sensitive methods for assessing adults for dyslexia.

This research investigated the experiences, training, and support needs of school leaders regarding students who have experienced trauma. There is a paucity of research exploring the perspectives and experiences of school leaders regarding student trauma. Leadership staff in Australian primary and secondary schools participated in interviews regarding student trauma. School leaders reported inadequate training, school policies, and resources in relation to how to respond to student trauma. An evidence-based, holistic guiding program incorporating appropriate training and support mechanisms at both the governance and school level is needed to support school leaders to assist students who have experienced trauma.

Children from refugee backgrounds often experience multiple traumatic events and schools are uniquely placed to support these students. This study examined the experiences of teachers in supporting students from refugee backgrounds who have experienced trauma. Six teachers participated in interviews which were analysed using thematic analysis. Teachers reported challenges related to limited sharing of relevant background information, uncertainty about presenting classroom lessons sensitively, when to refer students for specialised intervention, and how best to support refugee students when external factors create continued challenges. The effectiveness of existing practices and recommendations for tailoring trauma-informed practices for this student population are discussed. The results are also discussed in the context of social constructivism and how teachers use their interactions with students and colleagues to inform how they respond to refugee students exposed to trauma.

School leaders' experiences and perceptions of students' domestic violence experiences and trauma-informed school interventions have been overlooked. This semi-structured qualitative study aimed to investigate three areas regarding school leaders' perceptions regarding domestic violence-exposed students: 1) the experiences of school leaders in dealing with these students; 2) the barriers and strengths associated with managing these students; and 3) school leaders' recommendations for overcoming any barriers related to this issue in schools. Interviews conducted with 15 school leaders were analysed using thematic analysis. School leaders were found to be instrumental in influencing school culture and support systems surrounding students' exposure to domestic violence. However, school leaders provided mixed reports regarding the adequacy of resources for domestic violence-exposed students. Recommendations suggested by school leaders included more domestic violence specific training for school staff and training delivery methods that were more sensitive for staff who have personal experiences with domestic violence. School leaders expressed great concerns for teachers, particularly less experienced teachers, regarding their knowledge and skills to assist students who disclose family violence., Author(s): Emily Berger [sup.1] , Natalie Chionh [sup.1] , Amy Miko [sup.1] Author Affiliations: (1) grid.1002.3, 0000 0004 1936 7857, Faculty of Education, Monash University, , 19 Ancora Imparo Way, [...]

The prevalence of domestic violence is concerning due to its debilitating impact on the psychological, social and academic functioning of children. This study explored the experiences, strengths and challenges of school mental health staff in relation to students exposed to domestic violence. Interviews with 10 school wellbeing staff working in Victoria, Australia, showed that these staff felt confronted and distressed, and were unsure of their role in managing the complexities associated with students' exposure to domestic violence. Staff reported the need for educators, students and parents to be educated on domestic violence, and for improved school structures and policies that encourage staff consultation and self-care following students' disclosures of domestic violence. The results of this study are discussed within the context of trauma-informed practice and multi-tiered mental health promotion in schools.

Background: Students' sense of school belonging is important for mental health, physical health, and academic performance. However, some students do not feel as though they belong in their schools. This study investigated Greek secondary school students' perspectives on practices that enhanced their sense of belonging during the COVID‐19 pandemic. Method: An online survey used open‐ended questions to explore the views of 226 Greek secondary school students. Results: Thematic analysis identified four teacher‐level practice themes: communication and understanding, respect and inclusion, support to become involved in the school community, and classroom structure. Four school‐level practice themes were identified: support and inclusion, psychological support and career guidance, improved school facilities and safety, and activities and opportunities for social connections. Implications for School Health Policy, Practice, and Equity: Teacher communication that fostered belonging included being approachable, understanding, and caring. Students valued inclusion, safety, and equality. Extracurricular activities and workshops strengthened belonging at school. Group work, creative lessons, and at the school‐level, opportunities for social connection, were also important for developing a sense of belonging. Conclusions: By understanding different level factors linked to school belonging, schools and policymakers can better identify effective and appropriate practices that improve student belonging. [ABSTRACT FROM AUTHOR]

A sense of school belonging is essential for adolescent development, though there is limited research investigating ways to improve students' sense of school belonging in Qatar. With 116 Qatari secondary school students, the current study explored student perspectives of ways teachers and schools could improve their sense of school belonging. Students responded to a survey including open‐ended questions and a descriptive scale measuring the usefulness of established belonging strategies during remote learning, in‐person, or all the time (both). Encouragement and support from teachers were found to be useful all the time, with school activities during breaks and opportunities to make friends only being useful during school‐based learning. From the examination of open‐ended responses using a hybrid qualitative approach with inductive and deductive coding, two overarching themes each at the teacher‐level and school‐level were found, defined by several subthemes. Belonging practices at the teacher‐level included caring and supportive teachers and teachers treating students as people. Belonging practices at the school‐level included student engagement and a positive and supportive school environment. For Qatari students practices such as prioritising supportive student–teacher relationships, introducing policies which promote a respectful, fair and safe environment, and offering school wide‐extracurricular activities that encourage peer connections are important to develop their sense of school belonging. [ABSTRACT FROM AUTHOR]

Objective: This narrative review aimed to draw on the literature regarding school interventions for students with autism spectrum disorder and exposed to trauma. Method: However, because of the paucity of literature in this area, the intention of this review was also to explore possible intersections between trauma-informed school practices and autism spectrum disorder interventions in schools. Results: This review indicates that the pillars of trauma-informed care overlap with aspects of autism interventions in schools, and using a combined framework could be appropriate for students with autism spectrum disorder who have been exposed to trauma. These interventions promote improved student emotion awareness and regulation, school relationships and communication, and goal setting and school engagement, intending to reduce disruptive behaviours, improve school engagement and reduce learning impairments of these students. Conclusions: An integrated approach for students exposed to trauma and students with autism spectrum disorder is hypothesised to improve educator awareness and school practices in response to schoolchildren presenting with these challenges.