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HE Unit Template
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Responding to Challenge: Trauma Informed Practice
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EDBED3119 - Responding to Challenge: Trauma Informed Practice
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20260600
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6.0
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2026-09-10
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2026-09-10
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Education
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Institute of Education, Arts & Community
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Education
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Undergraduate
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15
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.125
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070303
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Education Studies
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070303 - Education Studies
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<a href="http://www.federation.edu.au/locate/unit/edbed3119">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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7
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<p>This unit is designed to develop knowledge and understanding of ways in which adverse childhood experiences can disrupt neurodevelopment, impact social connections and affect academic performance. A trauma-sensitive perspective informs an understanding of multi-tiered systems of supportive strategies appropriate for use within positive learning environments. Drawing on research from neuroscience, positive psychology and education, participants explore the relevance of understanding behaviour as an external presentation of internal sensory, emotional and cognitive states.</p>
<p>Underpinning the content of the unit is the understanding that effective teachers manage challenging behaviour through responsive pedagogical practices using supportive techniques rather than punitive measures. Brain-based insights, relationship-based approaches and responsive teaching methods are explored to identify effective strategies for establishing a safe, supportive learning environment for all students.</p>
<p>Classroom design and management options are explored through evidence-based frameworks such as multi-tiered systems of support (MTSS), Universal Design for Learning (UDL), the Seven-Stage Escalation Cycle, Zones of Regulation, the Berry Street Education Model (BSEM), the Australian Education Research Organisation (AERO) Classroom Management Resources and the Victorian Department of Education’s Positive Classroom Management Strategies (PCMS). Through these materials, additional content and targeted activities, participants will develop insight into relationships between wellbeing, behaviour and learning. They will also develop their confidence and competence in demonstrating proactive, pre-emptive and responsive strategies designed to support all learners, manage challenging behaviour, and plan for positive engagement and participation in learning</p>
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<ul>
<li>Attachment theory, brain development, adverse childhood experiences and indicators of trauma.</li>
<li>Understanding dysregulation, heightened body states and the seven-stage escalation cycle</li>
<li>Barriers to memory functioning, cognitive fusion/defusion, cognitive overload, growth mindset</li>
<li>Teacher attitudes, buoyancy, identity and self-care</li>
<li>Inclusive and responsive approaches for teaching and learning</li>
<li>Explicit modelling, scaffolding and communication techniques for student support</li>
<li>Multi-Tiered Systems of Support, Schoolwide Positive Behaviour Support, Berry Street Education Model, Zones of Regulation</li>
<li>Universal Design for Learning and wellbeing, First Nations perspective, classroom climate and culture</li>
<li>Child Safe Standards, educational policy and teacher responsibilities</li>
<li>Creating trauma-sensitive learning environments</li>
</ul>
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<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
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2027
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2026
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EDBED3119 - Responding to Challenge: Trauma Informed Practice
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EDBED3119 - Responding to Challenge: Trauma Informed Practice
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Semester
Semester 1
Semester 2
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Year
2027
2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>This unit is designed to develop knowledge and understanding of ways in which adverse childhood experiences can disrupt neurodevelopment, impact social connections and affect academic performance. A trauma-sensitive perspective informs an understanding of multi-tiered systems of supportive strategies appropriate for use within positive learning environments. Drawing on research from neuroscience, positive psychology and education, participants explore the relevance of understanding behaviour as an external presentation of internal sensory, emotional and cognitive states.</p> <p>Underpinning the content of the unit is the understanding that effective teachers manage challenging behaviour through responsive pedagogical practices using supportive techniques rather than punitive measures. Brain-based insights, relationship-based approaches and responsive teaching methods are explored to identify effective strategies for establishing a safe, supportive learning environment for all students.</p> <p>Classroom design and management options are explored through evidence-based frameworks such as multi-tiered systems of support (MTSS), Universal Design for Learning (UDL), the Seven-Stage Escalation Cycle, Zones of Regulation, the Berry Street Education Model (BSEM), the Australian Education Research Organisation (AERO) Classroom Management Resources and the Victorian Department of Education’s Positive Classroom Management Strategies (PCMS). Through these materials, additional content and targeted activities, participants will develop insight into relationships between wellbeing, behaviour and learning. They will also develop their confidence and competence in demonstrating proactive, pre-emptive and responsive strategies designed to support all learners, manage challenging behaviour, and plan for positive engagement and participation in learning</p>
Unit content
<ul> <li>Attachment theory, brain development, adverse childhood experiences and indicators of trauma.</li> <li>Understanding dysregulation, heightened body states and the seven-stage escalation cycle</li> <li>Barriers to memory functioning, cognitive fusion/defusion, cognitive overload, growth mindset</li> <li>Teacher attitudes, buoyancy, identity and self-care</li> <li>Inclusive and responsive approaches for teaching and learning</li> <li>Explicit modelling, scaffolding and communication techniques for student support</li> <li>Multi-Tiered Systems of Support, Schoolwide Positive Behaviour Support, Berry Street Education Model, Zones of Regulation</li> <li>Universal Design for Learning and wellbeing, First Nations perspective, classroom climate and culture</li> <li>Child Safe Standards, educational policy and teacher responsibilities</li> <li>Creating trauma-sensitive learning environments</li> </ul>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070303 - Education Studies
Offering:
<p><strong>Semester 1</strong><p>On-line Learning</p><p>South West Initial Teacher Edu (On Campus)</p></p> <p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>East Gipps Initial Teacher Ed (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edbed3119">View unit fees</a>
Requisites
Prerequisite
None
Corequisite
None
Exclusion
<p>must not have completed 1 of "EDBED3114" / "EDBED3117"</p>
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Examine current frameworks, policy and legislation that inform the design of positive learning environments, classroom management systems and responsive student support.</p>
K2
<p>Recognise challenging behaviour as an indicator of dysregulated neurological, sensory and emotional states that require support.</p>
K3
<p>Describe ways in which the experience of trauma can impact memory function, cognition, wellbeing, learning and behaviour.</p>
K4
<p>Explain and justify a range of pre-emptive and responsive practices that support effective communication and instruction, positive learning environments and student wellbeing, safety and learning.</p>
S1
<p>Use strength-based perspective to analyse the impact of teacher attitudes, language choices and communication techniques on learner participation and engagement.</p>
S2
<p>Demonstrate a variety of proactive, pre-emptive and responsive student support strategies for reinforcing high expectations, addressing unmet needs and managing challenging behaviour.</p>
S3
<p>Demonstrate sensitive and inclusive awareness of student diversity, with targeted attention to First Nations perspectives and specific requirements of students with disability.</p>
S4
<p>Use effective frameworks to design proactive, supportive and restorative pathways to active participation in academic, social and emotional learning.</p>
A1
<p>Develop verbal, non-verbal and multimodal communication techniques for supporting effective classroom management systems and strategies, including home-school relationships.</p>
A2
<p>Collaborate with others to create a multi-tiered system of support that addresses wellbeing, safety and learning needs.</p>
A3
<p>Design classroom management systems to enhance inclusive participation and engagement of all learners.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p><strong>Professional Identity Statement:</strong></p><p>Draw on theory to compose a vision of personal teacher identity including values, beliefs, attitudes and intentions.</p>
<p>Written Task</p>
<p>10-20%</p>
K1, K2, S1
2
<p><strong>Scenario Response:</strong></p><p>Evaluate approaches and frameworks for responding to wellbeing, safety and behaviour concerns and synthesise understanding to resolve scenario problems through practical application of theory.</p>
<p>Problem Centred Study</p>
<p>40-60%</p>
K3, K4, S2, A1, A3
3
<p><strong>Classroom Management Design and Student Support: </strong></p><p>Design and demonstrate supportive materials and planning processes that address wellbeing, safety and behavior concerns to support learner engagement and participation.</p>
<p>Applied Project</p>
<p>30-50%</p>
K4, S2, S3, S4, A1, A2, A3
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
FedTASK
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 5: Sustainable and Ethical Mindset
The ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070303 - Education Studies
Offering:
<p><strong>Semester 1</strong><p>On-line Learning</p><p>South West Initial Teacher Edu (On Campus)</p></p> <p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Berwick (On Campus)</p><p>East Gipps Initial Teacher Ed (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edbed3119">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDBED3119 - U6.0