Foreword by Dr. Emily Berger
It is with great pleasure that I write this foreword for the book: Trauma-Informed Education: Interdisciplinary Insights. The book is a collection of interviews by Dr. Govind Krishnamoorthy and Dr. Kay Ayre with childhood trauma and trauma-informed practice experts. As an emerging field of practice and research, the book is timely in bringing together interdisciplinary views and the expertise of experienced practitioners. I have been very fortunate to work with numerous dedicated and highly knowledgeable researchers, practitioners, and teachers. Dr. Krishnamoorthy and Dr. Ayre are among those I consider leaders in trauma-informed practice. Through their work on trauma-informed behaviour supports, Dr. Krishnamoorthy and Dr. Ayre have pioneered the way we think about trauma-informed practice in schools, both in Australia and internationally. This book is another example of their influence and significant contribution to trauma and trauma-informed practice.
Edited by Ms. Dayna Schimke, an experienced psychologist in the area of child maltreatment, this book includes international experts, together with contemporary research and resources. The conversational and accessible language in the chapters provides an engaging introduction to how we support children exposed to trauma. Within these conversations, you will find insights guiding the future of research and practice in trauma-informed education. While the book is primarily designed for educators, the information provided is invaluable for researchers, health practitioners and policymakers. As evident in the interdisciplinary discussions in the book, inclusive education for students exposed to trauma is the responsibility of everyone. We all have a part to play in working together to provide the highest level of care for children, youth, and families exposed to trauma.
The narratives in the book acknowledge the complexities and challenges of today’s classroom, while illustrating practice and research-informed ways for educators to practice trauma-informed care. Significant highlights from the book include chapters on the background of trauma-informed practice, how trauma affects children’s development and school functioning, and, notably, how teachers can support students exposed to trauma. The book provides many practical strategies for teachers to support the needs of students in their classrooms. The interviews provide examples from teachers’ everyday interactions with students and how they can apply trauma-informed approaches to improve student outcomes. In addition, the interviews challenge the reader to think of trauma-informed practice as more than just brain breaks and sensory tools. The whole-of-school perspectives of this book are essential to ensure the ongoing success and sustainability of trauma-informed care in schools. These ideas in this book elevate the discourse about trauma-informed education by challenging the current assumption and paradigms of the role of schools in the growth and wellbeing of children.
Finally, I commend the authors for making this an open educational resource – freely accessible to anyone wanting to learn about trauma-informed practices. Trauma-informed education is, at its heart, about educational equity. Its mission is to mitigate social, psychological, economic, and political forces that maintain the educational disparities between children, families, and educators. The design and dissemination of this book as a free resource reflects these values.
Thank you to the book’s editors and experts for sharing their wisdom and insights. I hope the stories, theories, and research spark your curiosity. There is much work to be done to improve the education and wellbeing of children. I hope this book inspires you to join us in this mission.
Dr. Emily Berger, PhD
Senior Lecturer, Trauma-Informed Researcher, and Registered Psychologist
Monash University
