EDBED3119 Responding to Challenge: Trauma Informed Practice

This unit is designed to develop knowledge and understanding of ways in which adverse childhood experiences can disrupt neurodevelopment, impact social connections and affect academic performance. A trauma-sensitive perspective informs an understanding of multi-tiered systems of supportive strategies appropriate for use within positive learning environments. Drawing on research from neuroscience, positive psychology and education, participants explore the relevance of understanding behaviour as an external presentation of internal sensory, emotional and cognitive states. Underpinning the content of the unit is the understanding that e¿ective teachers manage challenging behaviour through responsive pedagogical practices using supportive techniques rather than punitive measures. Brain-based insights, relationship-based approaches and responsive teaching methods are explored to identify effective strategies for establishing a safe, supportive learning environment for all students. Classroom design and management options are explored through evidence-based frameworks such as multi-tiered systems of support (MTSS), Universal Design for Learning (UDL), the Seven-Stage Escalation Cycle, Zones of Regulation, the Berry Street Education Model (BSEM), the Australian Education Research Organisation (AERO) Classroom Management Resources and the Victorian Department of Education¿s Positive Classroom Management Strategies (PCMS). Through these materials, additional content and targeted activities, participants will develop insight into relationships between wellbeing, behaviour and learning. They will also develop their confidence and competence in demonstrating proactive, pre-emptive and responsive strategies designed to support all learners, manage challenging behaviour, and plan for positive engagement and participation in learning

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