Teachers’ perceptions of agency to enact school-based curriculum with students affected by complex trauma – An Australian study

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First published online 15 November 2025.

Why this study was done

Children who have experienced repeated trauma, such as abuse, neglect or family violence, may face challenges at school. Some classroom activities and topics can bring back difficult memories or cause distress. Teachers play an important role in creating safe and supportive learning environments. However, they may not always have the knowledge, training or flexibility needed to support students affected by trauma. This study explored how confident teachers felt about supporting these students and whether they had enough freedom to adjust lessons and assessments to meet their needs.

What the study did

The researchers worked with 55 primary and secondary school teachers from three schools in Queensland, Australia. Teachers completed a questionnaire about their experiences supporting students affected by trauma. Six teachers also took part in interviews to discuss their experiences in more detail. The researchers explored how teachers approached sensitive topics in subjects such as English, History, Science, and Health and Physical Education. They also looked at what helped or prevented teachers from changing lessons, teaching activities and assessments to better support students.

What the study found

The study found that most teachers felt confident recognising when students may have experienced trauma. However, many felt less confident knowing how to support these students in the classroom.

The researchers identified several important findings:

  • Teachers often lacked formal training in how trauma affects children's learning and wellbeing.
  • Some classroom topics, including family history, war, violence and relationships, could cause distress for students who had experienced trauma.
  • Teachers who understood their students' backgrounds felt better prepared to adjust lessons and provide support.
  • Support from school leaders, families and other professionals helped teachers respond to students' needs.
  • Primary school teachers generally had more freedom to change lessons and activities, while secondary school teachers faced greater limits due to curriculum and assessment requirements.

The study also found that teachers often developed their understanding of trauma through experience rather than formal education or training.

What this means

This study highlights the importance of giving teachers the knowledge, support and flexibility they need to create safe and inclusive classrooms. Schools can better support students affected by trauma by providing teachers with practical training, encouraging teamwork and allowing changes to lessons and assessments when needed. Understanding students' experiences and building positive relationships with families can also help teachers respond to different learning needs.

The findings suggest that supporting students affected by trauma requires more than recognising their challenges. Teachers also need the skills, resources and support to respond in ways that help students feel safe, included and able to learn. By making classrooms more flexible and supportive, schools can create better learning experiences for all students

This study was conducted by: Dr Mallihai Tambyah and Dr Tracey Sempowicz

To read the full article, visit the journal.

For other accessible formats, please see the column to the right.

Disclaimer: The QDRN has utilised generative AI to refine the wording of this plain language summary. All content has been checked for accuracy, appropriate tone, and clarity and approved by the author.

First published online 15 November 2025.

Why this study was done

Children who have experienced repeated trauma, such as abuse, neglect or family violence, may face challenges at school. Some classroom activities and topics can bring back difficult memories or cause distress. Teachers play an important role in creating safe and supportive learning environments. However, they may not always have the knowledge, training or flexibility needed to support students affected by trauma. This study explored how confident teachers felt about supporting these students and whether they had enough freedom to adjust lessons and assessments to meet their needs.

What the study did

The researchers worked with 55 primary and secondary school teachers from three schools in Queensland, Australia. Teachers completed a questionnaire about their experiences supporting students affected by trauma. Six teachers also took part in interviews to discuss their experiences in more detail. The researchers explored how teachers approached sensitive topics in subjects such as English, History, Science, and Health and Physical Education. They also looked at what helped or prevented teachers from changing lessons, teaching activities and assessments to better support students.

What the study found

The study found that most teachers felt confident recognising when students may have experienced trauma. However, many felt less confident knowing how to support these students in the classroom.

The researchers identified several important findings:

  • Teachers often lacked formal training in how trauma affects children's learning and wellbeing.
  • Some classroom topics, including family history, war, violence and relationships, could cause distress for students who had experienced trauma.
  • Teachers who understood their students' backgrounds felt better prepared to adjust lessons and provide support.
  • Support from school leaders, families and other professionals helped teachers respond to students' needs.
  • Primary school teachers generally had more freedom to change lessons and activities, while secondary school teachers faced greater limits due to curriculum and assessment requirements.

The study also found that teachers often developed their understanding of trauma through experience rather than formal education or training.

What this means

This study highlights the importance of giving teachers the knowledge, support and flexibility they need to create safe and inclusive classrooms. Schools can better support students affected by trauma by providing teachers with practical training, encouraging teamwork and allowing changes to lessons and assessments when needed. Understanding students' experiences and building positive relationships with families can also help teachers respond to different learning needs.

The findings suggest that supporting students affected by trauma requires more than recognising their challenges. Teachers also need the skills, resources and support to respond in ways that help students feel safe, included and able to learn. By making classrooms more flexible and supportive, schools can create better learning experiences for all students

This study was conducted by: Dr Mallihai Tambyah and Dr Tracey Sempowicz

To read the full article, visit the journal.

For other accessible formats, please see the column to the right.

Disclaimer: The QDRN has utilised generative AI to refine the wording of this plain language summary. All content has been checked for accuracy, appropriate tone, and clarity and approved by the author.