Subject: Public Education

Professor Jacqueline Ullman discusses how teachers can support students who identify as gender and sexuality diverse and to assist them to improve their sense of belonging…

Many schools recognise that, as our society becomes more open to and supportive of gender and sexuality diversity, numbers of gender and sexuality diverse students (e.g. those who might identify as lesbian, gay, bisexual, transgender, gender-diverse, or as another diverse gender or sexuality identity) have appeared to increase.  The word ‘appeared’ is intentional, as experts in the field argue that the increase in young people identifying as gender and sexuality diverse (GSD) is attributable to the impact of rising social acceptance rather than an increase in actual numbers; in other words, GSD individuals have always existed in similar proportions, however – historically, and in some contexts still today – they have been compelled to hide their identities. In Australia in 2025, as parents/carers and peers are more accepting, more young people are able to be open about who they are.

It is part of the labour of teachers to ensure that all their students feel comfortable and supported to be their authentic selves and to be proud of their diverse identities.  While this expectation of teachers is aligned with both federal[1] and state-based[2] guidance, at a more basic and relational level, this commitment to positive representation and inclusion of students’ diverse identities is typically aligned with teachers’ positive feelings towards the diverse range of students in their care.  Put simply, most teachers like kids and want to support their self-acceptance and sense of belonging.

Talking about Gender and Sexuality Diversity

However, for a variety of reasons, including lack of relevant pre-service or in-service training, the curricular inclusion of gender and sexuality diversity can feel a bit more challenging than the inclusion of other diverse identities and backgrounds.  Some teachers feel nervous about what they are and are not ‘allowed’ to say in the interests of inclusivity and – despite growing numbers of GSD students at all levels of education – teachers sometimes express concerns about whether or not gender and sexuality diversity-inclusive content is appropriate for the primary or secondary school classroom (van Leent, 2017). Even within the area of relationships and personal development education, which includes many suitable content areas where gender and sexuality diversity could easily be integrated, almost a third of Australian teachers do not include same-sex attraction or sexual orientation and a quarter do not include gender diversity (Ezer et al., 2018).

Recent survey research with Australian teachers shows that the large majority report positive feelings about gender and sexuality diverse people and a general sense of comfort engaging with related topics – answering questions, addressing name-calling, and providing a safe environment for GSD students (Burns et al., 2023).  An important finding of this research is that, while participating teachers were almost uniformly supportive of inclusivity of gender and sexuality diversity at both the policy and curriculum levels, many reported that this was not enacted at their schools.  Less than half reported having a gender and sexuality diversity-inclusive school enrolment policy and less than a third said that inclusive topics were featured in the curriculum in a positive way at their school (Burns et al., 2023).

NSW-Specific Supports for the Inclusion of Gender and Sexuality Diversity

As wise educator Emily Style penned back in 1988, the curriculum should function as “both window and as mirror” to validate students’ experiences of self within the public world of the school as a strong foundation for their lives as adults in broader society. For GSD young people, the majority of whom are raised by “straight”/heterosexual, cisgender[3] parents/carers, school-based validation is even more critical. The New South Wales (NSW) curriculum encourages inclusion of diverse identity characteristics both in the classroom and at the whole-school level and gender and sexuality diversity-inclusive content options exist within many curriculum areas, including PDHPE, English, History, Society and Culture, Community and Family Studies and Legal Studies.  Further, the Department acknowledges that students who identify as LGBTQIA+ (or GSD) are at risk of experiencing lower levels of belonging and benefit from “targeted programs to boost their connectedness at school” via education/curriculum, inclusive language and through educators working to curate an inclusive physical environment[4].  Additional support is provided via the “Transgender students in schools” legal issues bulletin 55 (LIB55)[5] which reminds teachers to be “inclusive of all students’ individual learning identity” and acknowledges that gender identity can be discussed across many curriculum areas.

From: NSW Department of Education “What Works Best”, available here. © State of New South Wales (Department of Education), 2023.

Parents’ Attitudes to the Inclusion of Gender and Sexuality Diversity

One of the most commonly reported reasons for teachers’ and school leaders’ lack of engagement with gender and sexuality diversity is their concern about parental opposition and subsequent complaint.  Recent Australian survey research has addressed this point head-on, finding that 86.5% of public-school parents in NSW support the introduction of gender and sexuality diversity-inclusive topics during K-12 schooling, with most wanting these introduced by the end of Stages 3 or 4 (Ferfolja et al., 2021).  Conversely, just 13.5% preferred total exclusion of gender and sexuality diversity from relationships and sexuality education. NSW parents were more supportive of the inclusion of these topics than the national average (see Ullman et al., 2021 for full, nationally representative survey results).

From: Gender and Sexuality Diversity in Schools: Parental Experiences and Schooling Responses, New South Wales Snapshot Report, available here.

Topics such as diverse romantic relationships and families; the negative impact of GSD bias-based discrimination; and understanding gender diversity were viewed by parents as necessary for creating a positive, safe and supportive school culture and preparing students for living well as adults in a diverse, socially cohesive society.  Additionally, while media headlines might have us believe that gender diversity (or transgender identities) is a particularly divisive topic, 65% of public-school parents rated the “difference between biological sex and gender” as this relates to gender diversity and transgender individuals as of “moderate” or “high” importance, with just 19.5% viewing this as “not important” (Ullman et al., 2021).

Crucially, this research was nationally-representative, meaning that – rather than survey results being dismissible as the niche sentiments of those in particular locations or demographics – these findings are our closest reflection of the attitudes and preferences of the public-school parent population.  While some communities might have an overrepresentation of vocal oppositional parents, most will have an abundance of supportive parents who may be far less likely to contact the school with positive feedback.

New Professional Learning Resource for Supporting GSD Students

Many teachers and school leaders want to support GSD students to feel visible and included within the school community and there are a plethora of easily-accessible online resources to support their efforts, including many offered by the NSW Teachers Federation.  However, educators regularly ask for professional learning in this area, which is much more limited in availability and access. 

To meet this need, Associate Professor Jacqueline Ullman and Professor Tania Ferfolja, both academic researchers in Western Sydney University’s School of Education, designed the “Teaching to Affirm Community Diversity” online short course (or ‘micro-credential’).  This 10-hour short course is designed with the busy educator in mind – flexibly-available and self-paced, with asynchronous engagement with the academics, and able to be used to satisfy professional learning requirements in NSW and nationally.   

The course draws from current Australian research and uses federal guidance and state-based education policy to support teachers seeking to create gender and sexuality diversity-inclusive environments in K-12 schools. Through five modules, each including interactive activities, teacher-learners explore legal and policy frameworks, best practice ideas, and strategies for fostering student belonging through a supportive, safe, and affirming school climate for GSD students.

The “Teaching to Affirm Community Diversity” micro-credential is available through Western Sydney University and can be accessed here.

Drawing from empirical research with parents and GSD students, this short course bridges the gap between legal obligations, known best practices, and real-world application, and aims to increase educators’ awareness about how a positive school climate is related to GSD students’ wellbeing, academic success and sense of belonging.

By the end of the 10-hour short course, teachers and school leaders will be able to:

• Identify and understand the unique challenges and experiences faced by GSD learners in K-12 settings and their families;
• Apply relevant state and federal departmental policies to confidently implement inclusive pedagogical strategies and administrative practices that support GSD learners;
• Address and counteract gender-based violence and bullying, fostering a school environment that supports both GSD learners and educators;
• Critically reflect on and improve their own practices to create more inclusive and supportive classroom environments; and,
• Critically reflect on their school’s local-level policies and work with colleagues to reshape and enact these in line with their learnings.

Central to the micro-credential is a short film, shown in three parts, where learners are introduced to the real-life (word-for-word, verbatim) experiences of six public school mums, parenting GSD children attending primary and secondary schools.  These parents’ experiences of working with public school teachers and school leaders to support their children, shared through short films using their spoken interview data as ‘performed’ by professional actors, expose what schools and educators are doing well and where practices could be improved.  Their stories are at once emotional and inspirational and offer a unique backdrop for the ‘why’ of local school policy and pedagogical reform in this area.

The six parents, as professionally acted, in the “What Parents Want: Talking about Gender and Sexuality Diversity” short film, featured in the micro-credential.

As with other areas of diversity and inclusivity, best-practice models for inclusivity of gender and sexuality diversity in schools advocate for whole-school approaches, bringing together both macro-level policy guidance documents and interpersonal, relational considerations for school community.  Targeted professional learning in this area is an important, foundational element of such a shift.  Importantly, it is evident that the large majority of parents want to see schools working to include GSD students – not just for the benefit of those young people, but to enhance cohesion and reduce bullying for the whole school community. 

Want to Know More?

• The “Teaching to Affirm Community Diversity” micro-credential at Western Sydney University is available here (https://westernx.edu.au/courses/tacd/?cl=1) and open for rolling enrolment throughout the year. Participants receive a digital badge of recognition upon completion.
• Training can also be arranged in-person at the whole-school/team levels.  For more information or to register your interest, please reach out to Associate Professor Jacqueline Ullman via j.ullman@westernsydney.edu.au

References

Burns, S., Saltis, H., Hendriks, J., Abdolmanafi, A., Davis-McCabe, C., Tilley, P.J., & Winter, S. (2023). Australian teacher attitudes, beliefs and comfort towards sexuality and gender diverse students. Sex Education, 23(5), 540-555. https://doi.org/10.1080/14681811.2022.2087177.

Ezer, P., Power, J., Jones, T., & Fisher, C. (2020). 2nd National Survey of Australian Teachers of Sexuality Education. Australian Research Centre in Sex, Health & Society, La Trobe University. https://opal.latrobe.edu.au/articles/report/2nd_National_Survey_of_Australian_Teachers_of_Sexuality_Education_2018_pdf/13207265.

Ferfolja, T., Ullman, J., & Hobby, L. (2021). Gender and Sexuality Diversity in Schools: Parental Experiences and Schooling Responses. New South Wales – Snapshot Report. Western Sydney University. https://doi.org/10.26183/tmjr-zj59.

Style, E. (1988). “Curriculum as Window and Mirror”, in Listening for All Voices, Oak Knoll School monograph. https://www.nationalseedproject.org/images/documents/Curriculum_As_Window_and_Mirror.pdf.

Ullman, J., Ferfolja, T., & Hobby, L. (2021). Parents’ perspectives on the inclusion of gender and sexuality diversity in K-12 schooling: Results from an Australian national study. Sex Education, 22(4), 424–446. https://doi.org/10.1080/14681811.2021.1949975.

van Leent, L. (2017). Supporting School Teachers: Primary Teachers’ Conceptions of Their Responses to Diverse Sexualities. Sex Education, 17(4), 440–453. https://doi.org/10.1080/14681811.2017.1303369.

About the author

Professor Jacqueline Ullman has a Bachelor of Science (English Education, Secondary) from New York University; a Master of Arts (Sociology and Education) from Teachers College, Columbia University; and a Master of Education (Research Methods) and PhD (Educational Psychology) from the University of Sydney.  She began her career as a public high school English teacher in NYC before deciding to upskill with the goal of informing educational policy reform in the interests of making schools more equitable and inclusive. Professor Ullman has published more than 80 journal articles, book chapters, research reports and resources for educators’ professional learning since 2012, is in the top 1% of published academics worldwide in the field of sex education (ScholarGPS), and is a featured author on UNESCO’s Health and Education Resource Centre. Her research-based resources for classroom teachers and school leaders are featured by Australia’s federal Student Wellbeing Hub and within guidance documents for educators distributed by several other state/territory Departments of Education.  Her extensive track record of consultation and professional development with schools across Sydney further attests to her understanding of the complexities of diverse school communities and the sensitivity required to successfully work with teacher, parent and student cohorts to conduct research in the areas of sexualities, gender and gender diversity, relationships and health.

[1] https://studentwellbeinghub.edu.au/educators/framework/

[2] https://education.nsw.gov.au/teaching-and-learning/multicultural-education/culture-and-diversity/cultural-inclusion

[3] Cisgender refers to when an individual’s biological sex aligns with their gender identity.

[4] See “Targeted Approaches” https://education.nsw.gov.au/about-us/education-data-and-research/what-works-best/student-belonging/making-sense-of-belonging#/asset3

[5] https://education.nsw.gov.au/rights-and-accountability/legal-issues-bulletins/transgender-students-in-schools#Curriculum_8

Bianca Bertalli considers the ‘media minefield’ and the benefits of collaborative teaching to facilitate students’ media literacy. . .

The internet has revolutionised the way people seek and use information. It has enabled faster and easier communication, facilitated the global trading of goods and ideas, and integrated access to information with everyday life. These rapid changes are reflected in classroom practice, where technology has transformed the tools available to teachers and students (Haleem et al., 2022). However, as access to information has grown, so has the proportion of misinformation available to consumers. Fake news, algorithm powered bots and organised troll groups are some of the common channels of misinformation likely to be encountered by today’s students.

Classroom teachers and teacher librarians play a key role in teaching students how to critically evaluate information. By developing collaborative practices in inquiry learning, teacher librarians can align learning with this need and support colleagues through an unprecedented era of online content creation and consumption (Australian School Library Association [ASLA], 2019; NSW Department of Education, 2022).

Misinformation vs disinformation

The term ‘misinformation’ infers an overarching invalidity of information, however other fundamental components are also at play in online content. Misinformation can be shared or spread unwittingly, or it can be categorised as ‘disinformation’ and deliberately circulated for financial gain or political advantage (Australian Communications and Media Authority, 2023; Harrison and Leopold, 2021). Ranked by severity, in terms of the negative social, economic, and environmental impact, mis/disinformation ranked 16th out of 32 imminent global risks identified by the World Economic Forum (2023). Worryingly, when considered in a long-term 10-year projection, mis/disinformation advances to 11th position. While the impact on young people has not yet been widely examined, the prospect of mis/disinformation as a global threat is particularly concerning, given that it ranks well ahead of dangers such as terrorist attacks or the use of weapons of mass destruction (World Economic Forum, 2023, p 11).

The media: fusion of fact and opinion

The emergence of ‘alternative facts’ and the recurrent sharing of unchecked information throughout the COVID-19 pandemic highlighted the prevalence of misinformation in the media. It also increased concern globally on the cause and effect this may have on young people (Howard, Neudert and Prakesh, 2021). False news and media bias have the potential to undermine confidence in political personalities and influence democratic processes (Hobbs and McKnight, 2014; Nettlefold and Williams, 2018). The way news media is framed can underrepresent, misrepresent or purposefully exclude specific groups of people (Meehan et al., 2015; Moyer, 2022).

Mis/disinformation can also ignite and spread polarising ideas and threaten ‘social cohesion’ (World Economic Forum, 2023, p 24). Harrison and Leopold (2021) acknowledge that while political agendas are often the driving force behind media, financially incentivised click-bait headlines also make it tempting for media to give precedence to content that will draw readers in, rather than present accuracy.

The often-imperceptible fusion of fact and opinion across news media, combined with the reach and saturation of a small number of news corporations, places Australian school students at risk of information overload without a way to critically evaluate their way out (Nettlefold and Williams, 2018).

In a study of 1,000 Australians aged 8-16 years, Notley and Dezuanni (2020) found that despite an 8% increase in news consumption since 2017, there was only a 2% increase in the number of students who felt they could distinguish fake news from real news. Even though the broad consensus of teachers agreed that engaging with news in a critical way is important for students, only 1 out of 5 Australian students said that they had been taught how to decide whether a news story was credible (Nettlefold and Williams, 2018; Notley and Dezuanni, 2020).

Beware the bots

Through carefully created algorithms, internet ‘bots’ (originating from the word ‘robot’) have changed the way information is curated for search engines and can deliberately alter the way in which information is prioritised for viewing (Head et al., 2020; Nettlefold and Williams, 2018; Rogers-Whitehead et al., 2022). Bots and algorithms are neither good nor evil, as their function and impact are determined by those who designed them (Head et al., 2020; Lutkevich and Gillis, 2022). They do, however, have the power to alter the flow of data and influence an internet user’s experience (Alemanno, 2018; Rogers-Whitehead et al., 2022).

It has been estimated that bots make up more than two-thirds of internet traffic (Barracuda, 2021; Rogers-Whitehead et al., 2022). For example, over a 6-month period in 2020, COVID-19 related tweets were collected and analysed. Carnegie Mellon University (CMU) researchers found that 82% of the 50 most influential retweeters were in fact bots (CMU, 2020). This inundation of mis/disinformation and polarising messaging spread by bots can have alarming consequences, including risks to public debate and democracy or increased hostility, violence or crime (CMU, 2020; Howard et al., 2021).

While students prefer search engines, such as Google, as their primary source of research information, they often have a misplaced trust in it, believing that search results are provided, or fact checked, by a human employee (Dring, 2014; Lane and Van Bergan, 2018; The Office of Communications [OFCOM], 2017). Instead, web-crawler bots provide a curated list of website suggestions in response to search queries and, although students may believe sources are listed in order of validity, bots order results based on other factors, such as the frequency of visits to a site or the quantity of pages that link to a site (Cloudflare, n.d.). Google also lists paid search results that can be difficult for students to distinguish (OFCOM, 2017).

Complex algorithms further construct an individual’s online experience from data harvested through each engagement. The way in which algorithms present increasingly extreme viewpoints through ‘Watch Next’ suggestions on YouTube (Moyer, 2022) or other algorithm-driven content, such as personalised news feeds, advertisements or friend suggestions, makes it difficult for students to separate fact and fiction online (UNICEF, 2021). Rogers-Whitehead et al. (2022) warn that, as children grow and more seamlessly engage with technology, they will become ‘even more accustomed to outsourcing their information seeking and “truth” to devices’ (p 7).

Crossing the troll bridge

The internet dominates the channels that humans use to communicate and share information, and while propaganda is not a new concept, content specifically created to propagate ideologically-driven conflict has grown exponentially. When a student views an idea or message frequently, they often misinterpret this as an indicator of truthfulness (Moyer, 2022; Howard et al., 2021). At times, these messages are created by trolls, people who intentionally initiate hostility and conflict, often using mis/disinformation as their chosen weapon (Bradshaw and Howard, 2017; Howard et al., 2012).

The efficacy of organised troll groups in gaining political influence was investigated in an Oxford University study by Bradshaw and Howard (2017), who coined the phrase ‘cyber troops’ to describe ‘government, military or political party teams committed to manipulating public opinion over social media’ (p 3). They found that, across at least 28 countries, coordinated efforts were made to engage in social media platforms to sway or stifle discussions or consciously spread disinformation.

Practical solutions: a collaborative approach

Inquiry learning, including media literacy, is fundamental to the Australian Curriculum (ACARA, n.d). The rationale in the Media Arts learning area, for example, states that: ‘students learn to be critically aware of ways that the media are culturally used and negotiated, and are dynamic and central to the way they make sense of the world and of themselves’ (para. 3). More specifically, subject content descriptions provide scaffolds to assist students’ deep learning. For example, the content for Year 4 HASS (Humanities and Social Sciences) is driven by a number of ‘inquiry questions’ and divided into two strands: ‘knowledge and understanding’, and ‘inquiry and skills’. In particular, the ‘researching’ and ‘analysing’ skills require students to ‘locate and collect information and data from different sources,’ and ‘identify different points of view and distinguish facts from opinions.’ In various iterations that differ in complexity, the same questions and skills drive student learning in HASS from Foundation to Year 7.

In NSW, across the range of syllabuses, and at all stages, students are required to independently research and analyse information in various online and offline contexts, making it crucial that they are given the opportunity to develop skills that enable them to critically engage with information. The Stage Statements for Geography K–10 (NESA, n.d.), for example, provide a continuum of learning focused on inquiry and students’ ability to effectively consume and produce information. Lane and Van Bergen (2018) note that, as students compare, contrast and critically evaluate sources through the inquiry process, they become more adept at identifying mis/disinformation.

Despite universal recognition of the importance of media literacy, the current combined responsive efforts of media policy, regulation and educational practices to facilitate media literacy are predicted to fall short in addressing the projected global threat of mis/disinformation (World Economic Forum, 2023). However, with information technology acting as the ‘primary driving force behind education reform’ (Haleem et al., 2022, p 1), the need to increasingly assess the validity of information presents teachers and teacher librarians with a powerful, collaborative opportunity.

Teacher librarians can support classroom teachers and help bridge the knowledge gap to teach students media literacy skills (Nettlefold and Williams, 2018) by providing both in-context instruction shaped around the Information Fluency Framework (NSW Department of Education, n.d., PDF 900 KB) and curriculum-aligned resources. Britannica Education (2024), for example, offers a freely available online Media Literacy Guide, which unpacks media literacy metalanguage and provides helpful activities to encourage students to develop their critical information literacy across various platforms. Similarly, the ABC Education’s (2024) Media Literacy online hub of videos and interactive activities covers a broad range of topics, including social media, news bias, media ethics and fact checking.

Misinformation presents a ubiquitous threat for our young people. It is essential that classrooms and school libraries operate as spaces where information, innovation, and inclusion are deeply valued and fabrications, alternative facts and fake news are widely challenged. Working together, teachers and teacher librarians have a responsibility to cultivate students’ media literacy skills, develop inquiry-based models of learning, and foster practices that continuously build the information fluency of students.

References and further reading

ABC Education. (2024). Media literacy.

Abu Kausar, M., Dhaka, V. & Singh, S. (2013). Web crawler: a review. International Journal of Computer Applications, 63, 31–36. https://doi.org/10.5120/10440-5125

Australian Curriculum and Reporting Authority. (n.d.). Australian Curriculum.

Australian Curriculum and Reporting Authority. (n.d.). HASS (version 8.4).

Australian Curriculum and Reporting Authority. (n.d.). Media arts rationale.

Australian Curriculum and Reporting Authority. (n.d.). Structure.

Alemanno, A. (2018). how to counter fake news? A taxonomy of anti-fake news approaches. European Journal of Risk Regulation, 9(1), 1-5. https://doi.org/10.1017/err.2018.12

Australian Communications and Media Authority. (2023, March 29). Online misinformation.

Australian Library and Information Association and Australian School Library Association. (2016). Statement on information literacy (PDF 215 KB).

Barracuda. (2021, September). Bot attacks: top threats and trends (PDF 762 KB).

Bauer, A. J., Nadler, A. & Nelson, J. L. (2022). What is Fox News? Partisan journalism, misinformation, and the problem of classification. Electronic News, 16(1), 18–29. https://doi.org/10.1177/19312431211060426

Bradshaw, S. & Howard, P. (2017). Troops, trolls and troublemakers: a global inventory of organized social media manipulation. Computational Propaganda Research Project (1–37). Oxford Internet Institute.

Britannica Education. (2024). Media literacy for the digital era.

Carnegie Mellon University. (2020, July). Many twitter accounts spreading COVID-19 falsehoods may be bots.

Dring, S. (2014, September 18). Don’t overlook your school librarian, they’re the unsung heroes of literacy. The Guardian.

Cloudflare. (n.d.). What is a web crawler bot?

Haleem, A., Javaid, M., Qadri, M. A. & Suman, R. (2022). Understanding the role of digital technologies in education: a review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

Harrison, K. & Leopold, A. (July 19, 2021). How blockchain can help combat disinformation. Harvard Business Review.

Head, A. J., Fister, B. & MacMillan, M. (2020). Information literacy in the age of algorithms (PDF 1190 KB). Project Information Research Institute.

Hobbs, M. & Mcknight, D. (2014). “Kick this mob out”: the Murdoch media and the Australian Labor government (2007 to 2013). Global Media Journal: Australian Edition, 8, 1–13.

Howard, P. N, Neudert, L., & Prakesh, N. (2021). Rapid analysis; digital misinformation / disinformation and children .

Kammer, J., Donahay, A., King, M. & Koeberl, H. (2021). Understanding what makes school librarian-teacher collaboration successful. Knowledge Quest, 50(1), 50-52.

Lane, R. & van Bergen, P. (2018). In the age of alternative facts, we need to teach our kids to uncover the truth

Lutkevich, B. & Gillis, A. (2022). What is a bot?

Meehan, J., Ray, B., Walker, A., Wells, S., & Schwarz, G. (2015). Media literacy in teacher education: a good fit across the curriculum. Journal of Media Literacy Education, 7, 81–86. Media Literacy in Teacher Education: A Good Fit across the Curriculum

Moyer, M. W. (2022, February 1). Schoolkids are falling victim to disinformation and conspiracy fantasies. Scientific American.

Nettlefold, J. & Williams, K. (2018). Insight five: A snapshot of media literacy in Australian schools (PDF 1.85 MB). University of Tasmania.

New South Wales Department of Education. (2022). Information Fluency Framework (PDF 900 KB).

Notley, T. & Dezuanni, M. (2020, July 6). We live in an age of ‘fake news’ but Australian children are not learning enough about media literacy. The Conversation.

Novak, B. (2016). It’s time: Lets improve schools’ perceptions of teacher librarians. SCIS Connections, 99, 1-3

NSW Education Standards Authority (NESA). (n.d.). Stage statements for Geography K–10.

Oddone, K. (2016). Defining and developing digital literacy part one: theories and models. Linking Learning.

Rogers-Whitehead, C., Milstead, A. O. & Farris-Hill, L. (2022). Advocating digital citizenship: resources for the library and classroom. Libraries Unlimited.

The Office of Communications. (2017, Feb 3). Children and parents: media use and attitudes report 2016.

Wall, J. (2022). Information fluency: a framework for teacher librarians as expert practitioners. Access, 36(1), 15-23.

World Economic Forum. (2023). The Global Risks Report 2023, (18th ed). World Economic Forum.

About the Author

Bianca Bertalli is currently a NSW Department of Education Specialist Teacher Scholarship recipient, completing her post-graduate Masters of Education (Teacher Librarianship), and working as Teacher Librarian K-6, at Gol Gol Public School in the Rural Far West. Bianca began teaching in 2010, as a classroom teacher in the inner city of Sydney, where she previously served as an elected government school representative on the Quality Teaching Council. Bianca has presented at courses and conferences to support early career teachers to develop skills in classroom management, planning/ programming and the accreditation process. She has been an active member of the NSW Teachers Federation for the past 16 years.

Fiona Beasley shares her research into trauma informed practice…

More and more, schools are recognising the need to support both students who have experienced trauma as well as the teachers who work with them every day. Research shows that children who go through tough experiences like abuse, neglect, or family struggles often face challenges in learning, behaviour, and relationships. They may struggle with focus, managing emotions, or getting along with others, and some may develop anxiety, depression, or other mental health concerns. Without the right support, these difficulties can lead to school suspensions or even expulsions.

Being trauma-informed means understanding how these experiences affect students and learning how to create a supportive, safe environment where they can thrive. This article covers ten important things teachers should know about trauma-informed practices to help every student feel understood, valued, and ready to learn.

1.    What is trauma?

The most commonly used definition of trauma is that from the Substance Abuse and Mental Health Services Administration (Trauma and Violence – What Is Trauma and Its Effects?, n.d.) SAMHSA recognises trauma as an event, or set of circumstances, that is experienced by an individual, resulting in physical, emotional and/or life-threatening harm.  The event may be an accident, long term illness or natural disaster that results in someone feeling unsafe and unstable.  It could be a one-time event, such as a car accident, on an ongoing event, such as prolonged neglect.  Ongoing trauma, over a long period of time, creates toxic stress.  Chronic or toxic stress, brought on by trauma, is the long term-activation of the body’s stress response.

2.    How prevalent is trauma?

Australian Child Maltreatment Study (Haslam et al., 2023) found more than 2 in five Australians (39.4%) have experienced childhood maltreatment, including physical abuse, sexual abuse, emotional abuse, neglect, and exposure to domestic and family violence.  The NSW Governments DCJ Quarterly Statistical Report on Services for Children and Young People – July – September 2024 (NSW Department of Communities and Justice, n.d.) identified:

• A total of 104 687 child and young person concern reports were received.  Of these 58.1% met the risk of significant harm (ROSH) threshold.
• A total of 527 children and young people entered Out of Home Care (OOHC).  This is an increase of 8.2%.
• As of 30 September 2024, a total of 13 889 children and young people were in OOHC in NSW.
• There were 351 children and young people in High Cost Emergency Arrangements (HCEA) at the end of September 2024.

It is important to note that this data relates to circumstances of harm that have been reported.  It does not take into account other events identified as contributing to trauma.  We can also make assumptions that these statistics are lower than the real number of children who may be experiencing maltreatment or abuse as a result of under-reporting.

3.    What does trauma look like in schools

Our brains are developed to help us respond to threat. Children who have experienced trauma, perceive the world as a dangerous place.  Their brains are on high alert and may appear to overreact to what may seem to those around them, as unthreatening stimuli, resulting in behaviours that can be characterised as fight, flight, freeze or fawn.  These automatic responses can be defined as reacting to a perceived threat through:

• Fight – responding aggressively
• Flight – trying to flee
• Freeze – an inability to move or act
• Fawn – trying to please in order to avoid the threat.

Children who have been exposed to traumatic events resulting in experiencing toxic stress are at far greater risk of difficulties in school.  Notably, the impact that trauma can have on brain development, particularly that resulting in toxic stress, leads to cognitive and social-emotional difficulties.

Downey et al. (2013), in the resource developed for the Victorian Child Safety Commissioner identified the most recognisable impacts on education under two intertwining categories.  

4.    Self-regulation can be challenging for students who have experienced trauma

For students who have been through trauma, self-regulation can be especially tough. Their struggles with schoolwork and social interactions are often made worse by difficulties managing their emotions and deep feelings of shame.

Emotional Dysregulation: Hyperarousal vs. Dissociation

Kids dealing with trauma often show emotional dysregulation in one of two ways—hyperarousal or dissociation.

·         Hyperarousal means being on high alert all the time. These kids may see neutral situations as dangerous, reacting with fear or defensiveness. Even though their bodies are geared up for danger, they’re not always good at recognizing real threats, which can lead to risky behaviours. Plus, being in this constant state of alertness makes it incredibly hard to focus or pay attention in class.

·         Dissociation is the opposite—these kids may seem zoned out, distant, or emotionally unreachable. Sometimes, they might even appear defiant or oppositional when, in reality, they’re just mentally shutting down as a coping mechanism.

The Weight of Shame

For children who have experienced trauma, feelings of shame can be overwhelming. A small mistake or a simple disciplinary action can make them feel like failures or even like they’re inherently “bad.” This shame can fuel emotional outbursts and make it even harder for them to regulate their emotions, sometimes leading to aggression as a way to cope.

Understanding these challenges is key to helping trauma-affected students navigate school and social situations with the support they need.

5.    Kids who have experienced trauma are not going out of their way to push your buttons.

Children who have experienced trauma can develop maladaptive strategies as a means of maintaining personal safety. Dr Ross Greene puts it very simply as, “Kids do well if they can.”  (2008) He identifies that rather than taking the view that kids do well if they want to, suggesting a lack of motivation, we should take the view that if a kid could do well, they would. Kids who struggle, who are challenging, are lacking the skills required to do so. Dr Greene goes on to say that challenging behaviour is most likely to occur when the expectations being placed on them outweigh the skills they have to respond adaptively.

6.    We don’t always know what is happening when kids are not at school.

We don’t always know what experiences children bring to school.  A child who runs late to school may be met with a reprimand and questions for why they are late.  What about the child who rarely seems organised and never has the right equipment or fails to bring back excursion notes on time.  Consider the iceberg analogy.  We can see the tip of the iceberg, but what is hiding beneath the surface?  The child who is reprimanded for being late spent the morning getting siblings ready for school and trying to scrounge together food for their breakfasts and lunches while their parent remained in bed, unable to get up due to the debilitating depression they are experiencing.  Rather than reprimanding the student for being late, consider responding with compassion and empathy.  This child has managed to get themselves to school despite the challenges they may be facing.

7.    Build relationships

Understanding the impact that traumatic events can have on the developing brain helps us to understand what children need to heal.  Although negative early experiences such as poor attachment have a negative impact on the brain, conversely, relationships can have a protective and reparative impact. The importance of relationships in healing cannot be understated.  Whilst therapeutic interventions may be essential, genuine relationships resulting in micro moments of positive regard can be transformational for a child’s healing.   It is the countless relational experiences that kids experience at school on a daily basis, both intentional and unintentional that have the greatest impact. (Australian Childhood Foundation, 2018;  Ludy-Dobson & Perry, 2010) 

“The more healthy relationships a child has, the more likely he will be to recover from trauma and thrive. Relationships are the agents of change, and the most powerful therapy is human love.” (Perry, 2007)

8.    Use restorative practices rather than punitive discipline

Punitive discipline results in kids feeling shame and isolation for making mistakes as well as perpetuating the idea that they are bad. For students who have experienced trauma this can be particularly damaging and potentially re-traumatising.  This type of discipline relies on control over care with an over-reliance on compliance, rather than understanding.

Restorative practice promotes a safe school culture and environment by helping to build positive relationships.  Restorative practices are not about giving kids a free pass.  “It recognises that a variety of factors influence behaviour and seeks to address the underlying influences through empathy, relationship-building, communication, social and emotional learning and finding ways to respectfully hold one another accountable”. (NSW Department of Education Wellbeing, 2025)

A new professional learning course developed in collaboration with leading experts in the field is now available on-demand from the NSW Department of Education. (Wellbeing, 2024) 

9.    Take care of your own wellbeing first.

The most important point to remember when working with children who have experienced trauma is the demands of this work.  This can take its toll on the wellbeing of teachers in the form of compassion fatigue as a result of working day after day with children who may be aggressive or withdrawn and do not respond as quickly to the usual positive regard shown by teachers.  They cannot continue to support the wellbeing of others unless individually and collectively we consider the wellbeing of the teachers themselves.

Downey et al. (2013) suggests three strategies for self-care, being reminded by the three R’s:  Reflection, Regulation and Relaxation

Reflection – be realistic about working with students who have experienced trauma as it can be very difficult to like and relate to them. Consider reflecting on their behaviour in light of what you know about trauma and try to understand the behaviour from the perspective of what has happened to them rather than what is wrong with them.  Think about what you may need to continue to work and connect with the student.  Ensure you have a trusted colleague you can debrief with. 

Regulation – Be mindful of how this work may trigger your own dysregulation.  Reflect on what it is you need to self-regulate.  You cannot support the regulation of students if you are dysregulated.  Be aware of your own triggers and the reactions and emotions they may invoke.  You have probably heard the quote by L. R. Knost “When little people are overwhelmed by big emotions, it’s our job to share our calm, not join their chaos.” We cannot help children learn to self-regulate if we add our emotions to the mix.” (Kansas, 2023).

It is important that there is a culture of safety within your school that means you can tap out when needed, no questions asked.  You need to be able to ask for help without judgement.  It is not a reflection on your abilities as a teacher, but more how hard this work really is.

Relaxation – just as important as reflection and regulation is being able to relax.  Having the time and space to engage in activities or past times that refresh and renew your energy.  Ensure that you are engaging with things that are of interest to you, the things that bring you joy.  Engage in Yoga, mindfulness, read a book, go for a hike, binge watch a favourite show, get a massage.  Whatever you do, it is what brings you peace and joy.

Most importantly, remember to be patient and forgiving of yourself.  Children who have experienced trauma and have disrupted attachment require time to change and being kind to yourself is necessary within a culture of safety and social support in your school.

End note

 This JPL article is based upon Fiona’s 2024 Eric Pearson report entitled Trauma Informed Practice: An Observation of the Elements Required to Sustain Practice.

Federation members can access this document through the Member Portal :

https://members.nswtf.org.au/wp-content/uploads/sites/3/2024/09/24048-Eric-Pearson-report-BEASLEY-FA-digital.pdf

The NSW Teachers Federation  Library has a copy of the report. It can be accessed through the Library’s catalogue:

https://library.nswtf.org.au/libero/WebOpac.cls?VERSION=2&ACTION=DISPLAY&RSN=22694&DATA=TFB&TOKEN=pMHHAdlvvi9451&Z=1&SET=1

References

Australian Childhood Foundation. (2018). Trauma informed practice in schools. https://professionals.childhood.org.au/app/uploads/2018/08/ACF325-Making-Space-For-Learning-Book-v4.pdf

Downey, L., Department of Communities, Child Safety and Disability Services, & Department of Education, Training and Employment. (2013). Calmer classrooms: A guide to working with traumatised children. https://paediatricsonline.files.wordpress.com/2019/07/calmer-classrooms-guide.pdf

Greene, R. W. (2008). Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them. https://ci.nii.ac.jp/ncid/BB18318146

Kansas, C. C. a. O. (2023, August 21). When Little People are Overwhelmed by Big Emotions. Child Care Aware. https://ks.childcareaware.org/when-little-people-are-overwhelmed-by-big-emotions/

NSW Department of Communities and Justice. (n.d.). Quarterly statistical report. Communities and Justice. https://dcj.nsw.gov.au/about-us/families-and-communities-statistics/services-for-children-and-young-people/quarterly-statistical-report.html

Perry, B. D. (2007). The Boy Who Was Raised As a Dog: And Other Stories from a Child Psychiatrist’s Notebook. https://openlibrary.org/books/OL17210964M/The_boy_who_was_raised_as_a_dog

Trauma and violence – What is trauma and its effects? (n.d.). SAMHSA. https://www.samhsa.gov/mental-health/trauma-violence#:~:text=SAMHSA%20describes%20individual%20trauma%20as%20an%20event%20or,in%3A%20physical%20harm%2C%20emotional%20harm%2C%20and%2For%20life-threatening%20harm.

Ludy-Dobson, C. R., & Perry, B. D. (2010). The role of healthy relational interactions in buffering the impact of childhood trauma. In Eliana Gil (Ed.), Working With Children to Heal Interpersonal Trauma: The Power of Play. https://childandfamily-sa.org.au/wp-content/uploads/2022/10/The_Role_of_Healthy_Relational_Interactions_Perry.pdf

NSW Department of Education Wellbeing, I. A.  (2024, November 25). Restorative practice. https://education.nsw.gov.au/schooling/school-community/attendance-behaviour-and-engagement/behaviour-professional-learning/restorative-practice  

About the author

Fiona Beasley began teaching as an Itinerant Support Teacher (Hearing) in 1996 in Mudgee. Since then, she has worked in both mainstream and special education settings in primary schools in rural and remote areas from Broken Hill to the far south coast as a teacher, Assistant Principal and relieving Principal. 

She has also worked in and out of corporate roles as a Non-School Based Teacher since 2007.  Prior to her current role, as Wellbeing Systems Support Advisor, she worked in the Nationally Consistent Collection of Data on Students with Disabilities in Schools (NCCD) team and substantively holds the position of Assistant Principal Learning and Support for the Batemans Bay Network of schools.

Fiona is an experienced presenter of the Department of Education’s Trauma Informed Practice for improved learning and wellbeing professional learning.

She completed an Eric Pearson Study Grant report on Trauma-Informed Practice:  An Observation of the Elements Required to Sustain Practice  in 2024. 

 In addition, she presented her work at the Trauma Aware Education Conference in Brisbane Queensland in 2024 and will undertake QUT’s new Microcredential in Trauma Aware Education as part of the first intake in July.