BSEM Updates in Research - Term 3 2026

Berry Street Education Model (BSEM) is a trauma-informed, strengths-based approach that supports schools to build safe, relational, and engaging learning environments for all students.

At BSEM, research underpins our model, professional growth, and efforts toward school systems improvement. Sharing current research helps to keep our BSEM alumni community evidence-informed and responsive to contemporary issues.

In this new addition to our BSEM Quarterly, we will share three to five recently published research articles relevant to trauma-informed education derived from Australian and international contexts. We will privilege Australian Open Access studies to provide accessible, locally relevant insights within our policy and community contexts.  

In sharing these studies, we hope to contribute to rigorous dialogue grounded in evidence within our community. We don’t necessarily endorse the research findings or methodologies; we will share research that inspires, challenges, and stretches our thinking. Ultimately, our purpose is to support our BSEM alumni community to meet the evolving needs of students with consistency, confidence, and impact across diverse classrooms.  

Witter, M., Brunzell, T., & Ashraf, T. (2026). The impact of trauma‐informed teacher education. British Educational Research Journal, 00, 1–27.

This Australian study shows that embedding trauma-informed training in teacher education increases teachers’ confidence and readiness to support students affected by adversity. Preservice teachers reported stronger belief in their ability to respond to behaviour through a trauma lens, alongside practical strategies and relational skills. Gains in confidence were sustained in real classroom settings when learning included modelling and hands-on practice. 

Eastman, K. B., McMaugh, A., & De Nobile, J. (2025). Teacher use of trauma-informed practice in the classroom: the role of teacher trauma literacy, professional learning and classroom experiences. The Australian Educational Researcher, 52(5), 3203-3220.

This Australian study found that teachers are more likely to use trauma-informed practices when they have strong trauma literacy, relevant professional learning, and direct practice experience with affected students. Even small amounts of targeted training can increase classroom use, while general confidence alone does not predict practice efficacy. 

Vo, D. T., Allen, K. A., & Reupert, A. (2026). Feeling heard and respected: relational trust and teacher wellbeing in Australian schools. The Australian Educational Researcher, 53(3), 54.

This Australian study highlights how relational trust (feeling heard, respected, and valued in school relationships) supports teacher wellbeing. Positive relationships with colleagues and leadership enhance morale, while lack of trust undermines wellbeing and effectiveness. Trust is built through respectful communication, inclusion in decision-making, and consistent support. 

Charteris, J., Nye, A., & Oluk, S. (2026). Crisis, care, and community: advancing trauma-informed leadership in education. Journal of Educational Administration and History, 58(2), 221-242.

This Australian/New Zealand study identifies key practices for trauma-informed leadership, especially during crisis events (e.g. disasters, loss, community trauma). It highlights that effective leaders create emotionally safe, connected school environments by recognising the impact of trauma across the whole school. Nine leadership dimensions emphasise care, communication, relational connection, and coordinated support for staff and students. 

Chudzik, M., Hillegass, M., & Olson, J. (2026). Using Trauma-Informed Practices in Inclusive Preschool Classrooms to Advance Equity. Young Exceptional Children, 29(1), 42-53.

This international study shows how trauma-informed practices in inclusive early childhood settings promote equity by recognising the impact of adversity on young children’s development, behaviour, and engagement. It highlights strategies such as predictable routines, co-regulation, explicit teaching of social-emotional skills, and culturally responsive practice. Strong, trusting relationships and collaboration with families are critical for inclusion.  

Happy reading and stay tuned for the next edition!