Changing educational paradigms : trauma-responsive relational practice, learnings from the USA for Australian schools

International interest in trauma-responsive schools to counter the impact of trauma on students and educators is unprecedented. The purpose of this exploratory qualitative study across the United States was to inform emergent trauma-responsive practice in Australian schools by learning from the US experience. Using interviews and focus groups, this research sought to describe the core elements of, and key issues for, trauma-responsive school practice, insights into the implementation process and challenges. Findings signal a need for a paradigm shift in education that is based on a relational pedagogy of care focused on educators ‘being’ trauma-responsive rather than ‘doing’. Key elements included collective care, collaboration, and mutuality. Leadership, professional learning, readiness, and teacher wellbeing were emphasized as central drivers of change. Attention is drawn by participants to the intersecting issues of human-rights, cultural trauma, equity, and schools as environments of healing and hope. Knowledge gaps and suggestions for future research are presented