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Evaluating frameworks for practice in mainstream primary school classrooms catering for children with developmental trauma: an analysis of the literature

Published online by Cambridge University Press:  29 October 2020

Simone Collier*
Department of Child Safety, Youth & Women, School of Education, University of Southern Queensland, Toowoomb, Australia
India Bryce
Department of Child Safety, Youth & Women, School of Education, University of Southern Queensland, Toowoomb, Australia
Karen Trimmer
Department of Child Safety, Youth & Women, School of Education, University of Southern Queensland, Toowoomb, Australia
Govind Krishnamoorthy
Department of Child Safety, Youth & Women, School of Psychology and Counselling, University of Southern Queensland, Toowoomb, Australia
Author for correspondence: Simone Collier, Email:


Integral to the protection of children against ongoing abuse and neglect and trauma experiences are teachers and school-based staff. This paper aims to discuss and reflect on the practice frameworks, models, approaches and programs that exist in mainstream school contexts to address the developmental and learning needs of children in primary schools who have experienced trauma in their early childhood years. This paper explores the importance of enablers, finding exceptions to the practices that often limit the support of ongoing protection of children in schools and the importance of the willingness, confidence and capacity of school-based staff. This paper proposes areas of future research to address the identified gaps existing for children with developmental trauma trying to learn and exist in a schooling system that is struggling to meet their needs.

© The Author(s) 2020. Published by Cambridge University Press

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