Proven Teaching Strategies That Help Every Student Thrive

Dr Tom Brunzell has experience as a teacher, school leader, researcher and education advisor. He is Associate Professor of Trauma-Informed Education at the University of Melbourne, the Founder of the Berry Street Education Model and Honorary Fellow at Berry Street Yooralla.

Dr Tom Brunzell presents internationally on topics of transforming school culture, student engagement, trauma aware practice, wellbeing and positive psychology, and effective school leadership.
 

His research at the University of Melbourne investigates both the negative impacts of secondary traumatic stress and the positive impacts of wellbeing on teachers and leaders working towards educational equity in their communities.

His book: Creating Trauma-informed Strengths Based Classrooms, co-authored with Dr Jacolyn Norrish, is now available as part of Berry Street's professional development resources and bookstore, as well as booksellers world-wide.

Christina joined Berry Street in 2018 as a Queensland Senior Trainer and served as the national Senior Manager Program Delivery, 2021-2023.

Her unique expertise and comprehensive qualifications include trauma-informed education and educational leadership, disability and community services, implementation practices, student wellbeing and positive education, vocational training, social work, operational management, and financial planning.

Christina has worked in education for over 13 years across a broad range of settings and roles, including mental health, adult education, student wellbeing and capacity-building.

She is inspired by collaborative approaches to practice development and the creativity of educators, with a passion for the neuroscience of connection and belonging alongside significant experience in program implementation.

Michele has over 30 years of experience working in schools, both as a classroom teacher and in positions of educational leadership. She has also been a trainer for numerous organisations, supporting teachers with professional learning.

Michele uses her knowledge of change management strategies to assist schools in improving processes and embracing opportunities for students. She brings an appreciation of the pivotal role families and carers play in enhancing educational outcomes for children and young people.

Master of Special and Inclusive Education (Emotional Disturbance/Behavioural Problems) | Graduate Diploma Secondary Education | Bachelor Youth Studies | Diploma Community Services (Youth Work) | Diploma Performing Arts | Certificate IV Training and Assessment

Grace has a wealth of teaching and youth work experience and an abiding passion for improving learning and wellbeing outcomes for all young people. Grace has extensive leadership experience in managing teams to design and implement education and training programs in schools, the TAFE and university sector and in welfare and juvenile justice settings.

Her work has a focus on the educational experience of students with disabilities and students whose lives have been impacted by trauma or disadvantage. Grace currently works with schools to support their capacity to reach and teach all students, including those who present with challenging or adverse behaviours.

Grace began her career as a performing arts teacher and her work continues to be informed by an appreciation of play, laughter and joy in the classroom.

Jo brings an international lens to the Berry Street Education Model (BSEM), having extensive experience with public and private education systems in both New York City and Singapore. Her areas of expertise are teaching literacy in junior secondary schools and leading division-wide wellbeing programs.

Through years of classroom and leadership experience, Jo developed a passion for supporting school staff in using trauma-informed strengths-based strategies, and in 2019, she moved to Australia to join the BSEM team. She believes that schools can be places for personal and academic growth for all young people and she deeply values culturally responsive curricula that honours and celebrates diverse backgrounds, experiences, and strengths.

As Senior Manager for Program Delivery, she continues her personal commitment to making schools better for all young people.

Jack (he/him) is Senior Advisor - Leadership and Research in the Berry Street Education Model team and the Berry Street School. He works with teachers and school leaders across Australia to progress equity-based approaches to improving school engagement, learning, and wellbeing.

Jack is an EdD candidate in the Faculty of Education, University of Melbourne and a member of the Melbourne Social Equity Institute Doctoral Academy. His research expands the field of trauma-informed educational leadership, with a focus on school systems and culture. With Professor Helen Stokes and Associate Professor Tom Brunzell, he is a co-author of the book, Trauma-informed Educational Leadership: Developing Leadership Practices Towards Social Equity.

Jack’s knowledgeable, calm approach brings thoughtful listening and dialogue to his work in schools. He has a strong understanding of the evidence base, which he passionately brings to life through examples from his experience. Jack’s purpose is to create learning environments where people are safe, seen and supported into their potential.