BSEM and explicit instruction: A case study

At Churchill Primary School in south-eastern Victoria, a clear principle guides every classroom: meet students’ wellbeing needs when supporting them to learn. This approach, grounded in the trauma-informed, wellbeing-focused strategies from Berry Street Education Model (BSEM) and explicit direct instruction, is helping students thrive academically, socially, and emotionally.

Principal Jacquie Burrows and her team have created a school culture where trauma-informed wellbeing strategies and high-impact teaching are not competing priorities, but compatible and mutually reinforcing. “Educators often feel they have to choose between wellbeing and academic rigour,” Jacquie says. “But here, they work together.”

Wellbeing as the foundation for learning

Churchill’s journey with BSEM began with a commitment to consistency. Every classroom starts the day with a morning Circle. After lunch, students return to a “soft landing” routine. Brain Breaks are embedded throughout the day. These predictable structures and trauma-informed wellbeing strategies help students feel safe, regulated, and Ready to Learn.

“We’ve got a scope and sequence for BSEM,” Jacquie explains. “But more importantly, we’ve got routines. What we implement here is always done with fidelity – it’s not watered down.”

BSEM’s trauma-informed strategies support students across four domains: Body, Relationship, Stamina and Engagement, and Character. These strategies are not just for students with complex needs; they benefit every learner. As BSEM Consultant Phil Henniker puts it, “You can’t pour knowledge into a vessel that’s leaking emotional distress.”

Instruction that builds on safety

Once students are regulated and connected, Churchill’s focus shifts to explicit direct instruction: a structured teaching approach where concepts are clearly explained, modelled, and practised.

“We do explicit teaching really well,” Jacquie says. “Strong instructional routines, consistency, and repetition help our students succeed. And those routines also support their wellbeing.”

The effectiveness of explicit direct instruction is significantly enhanced when delivered within the BSEM framework. Students who feel safe, regulated, and connected are more attentive, receptive, and able to engage with academic content, thus better positioned to meet the high expectations set for them.

“When students are engaged with their learning, they are motivated, take risks, and persist despite speed bumps. Their daily efforts pay off, and their learning flourishes.” (Brunzell and Norrish, 2024, p.3).

This dual focus is paying off. Churchill is recognised nationally for its academic results. But Jacquie is quick to point out that success isn’t just about test scores. “We do wellbeing and inclusion beautifully – and we also have high expectations of our kids.”

A culture of high expectations

At Churchill, high expectations are not reserved for a few; universally, they’re for every student. New students who arrive with behavioural challenges often settle quickly. “They learn fast that this is just how things are done here,” Jacquie says. “The consistency and clarity help them feel safe.”

This culture is supported by deep teacher knowledge of the science of learning. Staff understand the science behind trauma-informed practice and cognitive load theory. “They know the why,” Jacquie explains. “That’s what makes the difference.” Drawing on the science of learning and Berry Street Education Model, teachers use consistent routines, clear instruction, and strengths-based feedback to support students’ cognitive development.

You can read more on Berry Street Education Model trauma-informed instructional strategies in this blogpost, featuring our new Trauma-informed Instructional Practices Masterclass.

Key takeaways for school leaders

• Start with safety: Predictable routines and trauma-informed strategies help students feel Ready to Learn.
• Teach explicitly: Clear, consistent instruction supports both academic growth and emotional regulation.
• Build teacher knowledge: When educators understand the science behind their practice, they can make better decisions.
• Set high expectations for all: Every student deserves the chance to succeed and to be provided with the support to get there.

At Churchill Primary School, wellbeing and learning are not separate goals but two sides of the same coin. By embedding BSEM into their daily practice and pairing it with strong instruction, the school is showing what’s possible when we meet students where they are, believe in where they can go, and provide systems of support to help them get there.

References

Brunzell, T. & Norrish, J. (2024). Berry Street Education Model: Curriculum and classroom strategies. Domain 3: Stamina and Engagement. Berry Street Victoria.