In 2014, the Berry Street Childhood Institute invited the Youth Research Centre (University of Melbourne) to undertake a research and evaluation project examining the effectiveness of the Berry Street Education Model (BSEM) when used to engage young people in mainstream schools.
The BSEM is a Trauma‐Informed Positive Education (TIPE) initiative (Brunzell, Stokes & Waters, 2016), designed to inform and guide teacher practice and student learning within Berry Street’s three specialist campuses. The Model aims to expand the possibilities of teaching and learning at these settings through integrating clinical, educational and welfare approaches and perspectives and is seen as both innovative and unique in that regard.
