Trauma-Informed Practice in Schools -Dr. Erin Leif

In this episode, I sit down with Dr Erin Leif to explore trauma and trauma-informed practice within schools. We discuss how trauma can influence learning, behaviour, and relationships, and the role that schools can play in promoting safety, predictability, and connection for all students.

Throughout the conversation, Erin challenges several common misconceptions surrounding trauma-informed practice and highlights how many of its core principles align with effective Tier 1 practices within a Multi-Tiered System of Support. This episode provides practical insights for educators and school leaders looking to create environments where all students can learn, participate, and thrive.

Show Notes

Understanding trauma and its impact on students

A central theme throughout this conversation is the idea that trauma is not defined by the event itself, but by the impact that experience has on the individual.

Erin explains the relationship between adverse childhood experiences (ACEs) and trauma, highlighting that two students may experience the same event but respond very differently. The discussion explores how experiences of adversity can influence the way students interpret and respond to their environment, and how learning histories, conditioning, and reinforcement processes help explain why trauma-related behaviours may persist even when danger is no longer present.

The conversation also highlights the importance of understanding behaviour within context and recognising that trauma is not simply something that happened in the past, but something that can continue to shape how students experience learning, relationships, and their environment.

Protective factors and the role of schools

Another key theme throughout the episode is the important role schools play in promoting protective factors and supporting student resilience.

Erin discusses the factors that may increase vulnerability to trauma, including chronic adversity, instability, and social isolation, while emphasising that strong protective factors can buffer against the impact of these experiences.

Particular attention is given to the role of safe and supportive relationships, opportunities for belonging, positive peer connections, predictable environments, and student voice and agency. The conversation highlights that schools are uniquely positioned to provide many of these protective factors and that educators have the opportunity to create environments that promote safety, connection, and success for all students.

Importantly, the discussion reinforces that schools cannot control the adversity students may experience outside of school, but they can intentionally create environments that help minimise its impact.

Recognising the impact of trauma in the classroom

The episode explores how trauma-related impacts may present within classroom settings and why these presentations can vary considerably between students.

Erin explains that trauma does not have a single presentation. While some students may display highly reactive or externalising behaviours, others may withdraw, disengage, or internalise their distress. The conversation also highlights that many students may experience significant physiological and emotional responses without outwardly displaying challenging behaviour.

Rather than focusing on diagnosing trauma, the discussion emphasises the importance of noticing when students are struggling and responding with curiosity and support. The key question for educators shifts from "Does this student have trauma?" to "What does this student need right now to feel safe, connected, and successful?"

Trauma-informed practice and effective Tier 1 supports

One of the major themes throughout the episode is that trauma-informed practice is not a standalone program or package, but rather a framework that can be integrated into effective universal practices.

Erin discusses how trauma-informed practice begins with recognising the impact of adversity and then creating environments that promote safety, predictability, connection, and student voice. The conversation explores how these principles align closely with many of the core features of effective Tier 1 instruction.

Topics discussed include:

Physical and psychological safety.
Predictable routines and expectations.
Relationship building and connection.
Co-regulation and emotional support.
Explicit teaching and reinforcement.
Maintaining high expectations while providing appropriate support.

Throughout the discussion, Erin highlights that these practices are beneficial not only for students who have experienced adversity, but for all students.

Common misconceptions

The episode also explores several common misconceptions surrounding trauma-informed practice.

Erin explains why trauma-informed practice does not involve lowering expectations, removing boundaries, eliminating consequences, or avoiding difficult conversations about behaviour. Instead, trauma-informed practice emphasises structure, consistency, skill development, and supportive pathways that enable students to experience success.

The conversation also distinguishes trauma-informed practice from trauma-specific therapeutic services, highlighting that teachers are not expected to become therapists or provide trauma treatment. Rather, educators play an important role in creating environments that minimise re-traumatisation and promote safety and belonging.

Particular attention is given to the relationship between trauma-informed practice and Multi-Tiered System of Support. Rather than being competing approaches, the discussion highlights how trauma-informed principles can be integrated within Multi-Tiered Systems of Support to create environments that support all learners.

Resources

Leif, E., Spicer, M., Beights, R., Potter, G., Troutman, C., Abayakoon Stanborough, M., … Fisher, A. (2026). Toward trauma-informed positive behavior support for individuals with intellectual and developmental disabilities: a social-ecological model and recommendations for practitioners and service leaders. International Journal of Developmental Disabilities, 1–22. https://doi.org/10.1080/20473869.2026.2662352
Leif, E., & Godwin, B. (2026). From behaviour management to behaviour education: a call for systemic change in Australian schools. Educational and Developmental Psychologist, 1–9. https://doi.org/10.1080/20590776.2026.2676218
Trauma-Informed Education and Research Lab - Monash University
Eber, L., Barrett, S., Scheel, N., Flammini, A., & Pohlman, K. (May 2020). Integrating a Trauma-Informed Approach within a PBIS Framework. Eugene, OR: Center on PBIS, University of Oregon. Retrieved from www.pbis.org.
Behaviour Support Practitioners Australia

Contact Dr. Erin Leif

Dr Erin Leif is an Associate Professor at Monash University, Course Leader for the Master of Applied Behaviour Analysis, and Chair of Behaviour Support Practitioners Australia. Her work focuses on advancing inclusive, person-centred, and evidence-based approaches that improve outcomes for children and young people across education and disability settings.

Through her research, teaching, and leadership, Erin has contributed extensively to the implementation of Positive Behaviour Support and Multi-Tiered Systems of Support, with a strong focus on equity, participation, and meaningful inclusion for all learners.

Dr Erin Leif

Email: erin.leif@monash.edu

Researcher Profile