Acknowledgements
Dr Kay Ayre: It is both a privilege and a pleasure to write the foreword for Recovery and Resilience at School co-edited by Dr. Govind Krishnamoorthy – psychologist, colleague, collaborator, and dear friend with whom I’ve had the honour of working alongside for over fifteen years. Throughout my career supporting children with complex needs, I’ve met few professionals as forward-thinking, insightful, and genuinely compassionate as Govind. He brings not only a strong clinical foundation to his work, but also a deep understanding of schools as ecosystems for healing and growth. It was evident from our very first student case conference together that we shared a passion for equipping teachers with research-informed tools to help children with trauma histories flourish. Dayna Schimke, clinical psychologist, has once again joined with us in the development of this book providing an insightful conclusion blending knowledge from both the fields of psychology and education.
Dr Govind Krishnamoorthy: It has truly been an honour to walk alongside Kay through so many stages of our professional lives – from the public service into academia. What might have seemed an unlikely partnership at first has become one of the most meaningful of my career. Kay has always been driven by a deep commitment to children who others too easily give up on. I have seen in her a rare courage to push against old ways of thinking, whether in how we intervene, how we share science, or how we build communities that truly serve schools. I am especially grateful for the trust she placed in me to hold the psychological sciences at the centre of our work together. I continue to learn from Kay—not only about the science and art of education, but also about what it means to open doors for others. The opportunities I have had to work in schools and to continue this journey owe so much to her belief in collaboration. I also want to thank Dayna Schimke. There is nothing more fulfilling than seeing your students carry forward the values of inclusion and equity into the communities they now lead. Thank you, Dayna.
We would like to thank all the contributors to this book for so generously sharing their time, wisdom, and lived experience in the field of trauma-informed education. Each guest brought not only their professional expertise but also a deep commitment to helping children and schools thrive. The stories, strategies, and reflections included here are a testament to their generosity of spirit and their willingness to open doors for others to learn.
We also extend our gratitude to the teachers, students, and families who continue to remind us why this work matters. Their courage, resilience, and openness to change are the foundation of trauma-informed practice, and it is to them that this book is ultimately dedicated.
