Trauma enters classrooms through the invisible backpacks students carry each day. While educators cannot remove that weight, they can help make it more manageable. In today’s article Associate Professor Bryan Matera and Jenna Larsen from Winona State University, in the US, share 3 strategies teachers can use to support students.

In The Research Files Episode 105, Jo Earp is joined by Dr Alexandra Hennessey from the University of Manchester to talk about a research study exploring how different schools in the UK have adopted the Well Schools framework. Their conversation focused on 2 aspects – the role of teacher wellbeing and the importance of a whole school approach.

‘Supporting relationship skills often requires empathy, active listening and sustained dialogue.’ OECD Director of Education and Skills Andreas Schleicher shares international insights from TALIS 2024 on how teachers respond when students disengage or struggle with relationship skills.

In today’s article, Professor Jacqueline Ullman from Western Sydney University explores the importance of school-based connection for gender and sexuality diverse students, why teachers’ responses to homo/transphobic attitudes are paramount, and shares details of a new micro-credential she co-designed to support teachers seeking to create gender and sexuality diversity-inclusive school cultures.

‘When educators understand how stress affects the brain and nervous system, they gain practical ways to support learning, behaviour and wellbeing – for students and themselves.’ From 13-15 March, the Holistic Life Foundation will host its Trauma-Informed Yoga and Mindfulness Certification in Melbourne. The 3-day professional learning experience is designed specifically for teachers, school leaders and system-level decision makers.

‘Teaching is filled with social and emotional interactions. Supporting teachers to feel more confident in managing these situations appears to be vital for their wellbeing.’ In today’s article Rebecca J. Collie shares her new research that examines teachers’ social-emotional confidence, the role of school leader support in fostering it, and how this confidence is associated with wellbeing later on in the school term.

Students learn best in calm, organised and purposeful spaces. Classrooms can sometimes be overwhelmed by good intentions; every wall covered in colour, slogans and displays competing to be seen. In today’s article, Victorian teacher and designer Andressa Bassani shares 4 design principles to help turn classrooms into spaces that not only look good but work for supporting and celebrating student learning.

As the implementation of social media legislation for under-16s draws closer, many young people are feeling confused, anxious and unsettled. Here, Danni Rowlands from the Butterfly Foundation discusses what to expect from the incoming changes, the concerns already voiced by young people, how it all connects to body image, and why educators are uniquely positioned to support students through the changes.

Teacher editor Jo Earp sits down with Mali Jorm, Madison Dearnaley and Tracy Kelly to talk about managing school library and reading spaces, including building a student-driven collection, creating fresh and welcoming spaces, and strategies to encourage reading for pleasure. They also share their personal and student book recommendations. 

St Mary's Catholic Primary School in Williamstown, Victoria, has a 10-year plan to improve its playground and outdoor spaces. In today’s article, principal Anthony Hockey shares what the school has done to improve the playgrounds so far, what is to come next, and the noticeable impact these changes have already had on student engagement and behaviour.