As the news cycle shows, Australia and the world are confronting deeply distressing events, with experts warning that schools are increasingly carrying the emotional fallout.

Children are coming to school carrying fear, grief and stress caused by events that shake their sense of safety and the effects are showing up through anxiety, withdrawal, aggression and disrupted learning. Educators say these experiences don’t disappear at the school gate, but play out daily in behaviour and engagement.

In a new book titled, Understanding and Implementing Trauma-Informed Practice in Schools: An Evidence-Based Guide, researchers from Monash University, University of Western Australia and the University of Louisville, argue that traditional approaches to discipline and behaviour management are often ill-suited to the reality many students face today.

The authors call for a shift towards trauma-informed schooling, an approach that prioritises safety, connection and emotional regulation alongside academic learning.

Co-author Associate Professor Emily Berger from the School of Educational Psychology & Counselling at Monash University said trauma doesn’t stay at the school gate.

“When children experience fear, loss or chronic stress, it directly affects how their brains process information, manage emotions and respond to authority. If schools don’t understand that, they can unintentionally make things worse,” Associate Professor Berger said.

The book highlights how exposure to trauma can impair memory, attention and self-control, often leading to behaviours that are misinterpreted as defiance or disengagement.

Trauma-informed models in schools and early learning settings have been shown to reduce stress, anxiety and depression among children and adolescents. They can also reduce stress and feelings of helplessness in educators when responding to trauma exposed students.

Professor Karen Martin from the School of Health and Clinical Sciences at The University of Western Australia said challenging behaviour exhibited in children can often be a distress signal, not a discipline issue. 

“A trauma-informed approach helps educators ask different questions. Rather than ‘What’s wrong with this child?’ instead ‘What has this child been through, and how can we support them to feel safe enough to learn?’”, co-author Professor Martin said.

According to the authors, trauma-informed practice benefits not only students, but also teachers, by reducing classroom conflict and emotional exhaustion.

The book outlines practical, evidence-based strategies schools can adopt immediately, including creating predictable routines, strengthening relationships, redesigning disciplinary policies and supporting teacher wellbeing.

Associate Professor Shantel D. Crosby, from the University of Louisville said the book emphasises a whole-school change, rather than placing the burden solely on individual teachers.

“Schools are one of the most consistent and stable environments in a child’s life. When trauma-informed practice is embedded properly, schools can become powerful protective spaces, especially when other support systems are overwhelmed,” co-author Associate Professor Crosby said.

“Trauma-informed education is essential if we want safer classrooms, better learning outcomes, and a system that doesn’t leave our most vulnerable children behind.”

As Australia continues to confront the social and emotional consequences of trauma, particularly in the wake of recent natural disasters, geopolitical shocks and insecurity, the authors argue that education policy must move beyond academic outcomes alone and recognise wellbeing as foundational to learning.

This press release has also been published on VRITIMES