Trauma-Informed Education and Research Impact Lab
Trauma-Informed Education and Research Impact Lab
Transforming trauma-informed theory, research, practice and policy
About the Lab
The Trauma-Informed Education and Research (TIER) impact Lab aims to advance research and education policy and practice to deliver more effective trauma-informed care in schools and other settings. Our purpose is to improve translation of evidence-based trauma-informed practice in schools, healthcare, workplaces and community services.
We have teams of researchers who have implemented trauma-informed programs and research in early childhood, primary and secondary schools, tertiary settings, out-of-home care, healthcare and community settings, and forensic services. Trauma is a significant healthcare emergency in Australia and as a team we are dedicated to limiting the lifelong impacts of trauma exposure.
Our Research
Our research spans all key components of effective trauma-informed care:
- Leadership training and support
- Trauma-informed professional development
- Embedded trauma-informed practices
- Community engagement
- Support for service users and providers
- Effective trauma-informed policies
- Trauma-informed classrooms and physical spaces
- Trauma-informed practice for all contexts (e.g. regional and rural communities)
- Culturally appropriate trauma-informed practice
- Evaluation and continual improvement of trauma-informed programs
About the team
We are an interdisciplinary team of psychologists, educators and social scientists seeking to improve trauma-informed practice and policy for schools, organisations and frontline workers. Please contact us to learn more or if you would like to become involved in our research.
Faculty Team Members
PhD Students - Current
PhD Students - Previous
Projects and publications
Projects
Below is a selection of relevant projects that demonstrate our interests and capabilities.
Best practice in trauma-informed education for students in out-of-home care: Lessons from Anglicare Victoria’s TEACHaR Program
Violette McGaw & Emily Berger
1/09/24 → 31/03/25
This project explores best practice in one-to-one trauma-informed education for children and young people in out-of-home care, drawing on the experiences of educators in Anglicare Victoria’s TEACHaR program. The research identifies key differences in how trauma-informed principles are applied in one-to-one teaching versus whole class approaches, across literacy, numeracy, and wellbeing.
Trauma-informed practice in higher education
Emily Berger & Helen Nolan
1/03/24 → 31/12/24
Research shows that tertiary students are at high risk of trauma exposure, however there is limited evidence, awareness, and integration of trauma-informed practice in higher education settings. The objective of this project and collaboration between Monash University and Warwick University is to design and deliver trauma-informed resources and a tailored training package for educators at both universities.
Trauma-informed practice in war and global conflict
Emily Berger, Michael Phillips, Tara McDougall, Sean Cowlishaw, Laura Jobson, Ting Sing Kiat, David Falconer, Oksana Makarenko, Tetiana Shyriaeva, Olena Zhupanova
1/01/24 → 31/12/24
This project involves a multi-disciplinary team across education, educational psychology and clinical psychology, and international stakeholders from Ukraine, Canada, Malaysia and Australia to co-design world-first trauma-informed education resources for students exposed to the war in Ukraine.
Publications
Below is a selection of our recent publications.
O’Connell, K. & Berger, E. (2025). Experiences and support needs of teachers implementing trauma-informed practice for students with intellectual disability. Soc Psychol Educ 28(46).
Berger, E., Marston, N., Faragher, B. et al. (2025). Young people’s perspectives on parents helping young people exposed to trauma. Child Youth Care Forum, 54:1–19
Abayakoon Stanborough, M., Stanborough, M., Berger, E., Warren, J., Allen, K-A & Leif, E. (2025). A scoping review of the program components, practice components, and outcomes of behaviour support programs delivered to children and young people in out-of-home care. Children and Youth Services Review, Volume 173, 108321.
Sun, Y., Skouteris, H., Tamblyn, A., Berger, E., & Blewitt, C. (2025). Cross-Disciplinary Collaboration to Promote Trauma-Informed Practices in Early Childhood and Primary Education. Trauma, Violence, & Abuse, 0(0).
Krishnamoorthy, G., Antonaglia, D., Dallinger, V., Berger, E., March, S., Ong, S., Sherman, K., Goodwin, N., Eiby, N., Rees, B., Koslouski, J. & Ayre, K. (2025). Embedding Coaching and Local Education Champions in Implementing Trauma Informed Practice. Psychology in the Schools, April 2025.
Rodaughan, J., Murryp-Steward, C. & Berger, E. (2024). Aboriginal practitioners’ perspectives on culturally informed practice for trauma healing in Australia. The Counseling Psychologist 52(7):1113–1141.
Kerr, K., Mellor, R., Bennett, D., Wellauer, R. & McGaw, V. (2024). The impact of childhood abuse on future military sexual assault and PTSD symptomology in Australian veterans, Australian and New Zealand Journal of Psychiatry, 59(1):40−47.
McGaw, V. & Reupert, A. (2022). “Do not talk about that stuff”: Experiences of Australian youth living with a veteran parent with PTSD. Traumatology, 18(1):24–30.