In recent years, Australian schools have been faced with an increasingly complex mental health crisis that has been impacting students and staff both inside and outside the campus gates. Fortunately, a growing number of schools are rising to the challenge by embracing approaches that not only lift academic outcomes, but also create lasting, positive change in student and staff wellbeing. And the results are already showing.
According to a 2025 report by the Australian Education Research Organisation, consistent, values-aligned, inclusive and culturally tailored practices are shown to have a marked improvement on student and staff wellbeing, lift educational achievement, and strengthen whole-school connections.
One approach that is showing some promising outcomes is the Berry Street Educational Model (BSEM). Rooted in trauma-informed practice and more than a decade of research, the model is arming educators with powerful evidence-based strategies to build safer, more inclusive classrooms where learning and wellbeing thrive.
BSEM’s whole-school approach fosters consistent, student-centred practice, empowering teachers to nurture self-regulation, resilience and academic growth.
With over 80,000 educators trained, BSEM is transforming school culture, boosting staff morale and driving engagement. In an era demanding both academic excellence and emotional safety, this model offers a lifeline for educators and students alike.
Deakin is the only university that incorporates BSEM into all of its initial teaching degrees, meaning that education graduates are prepared with practical, trauma-informed strategies for supporting all learners.
“There has been growing evidence that teachers and school leaders have been dealing with increasing levels of complex student behaviours, many of which are related to students’ prior experiences of trauma,” Damian Blake, Head of Deakin University’s School of Education told The Educator.
“Deakin researchers have also been working closely with teachers and school leaders who have been increasingly looking to introduce whole-school approaches to trauma-informed practice in their school communities to help strengthen student learning outcomes and support teachers with their development of important knowledge and skills.”
Blake said there is also growing evidence that teachers who are better prepared in trauma-informed practice are more likely enjoy their job and stay in the professions as they have the capabilities to make a real difference.
As for how Deakin’s students are responding to the BSEM model, Blake said those who have completed the Berry Street training report that they have the important knowledge and skills to support their development as a teacher.
“They are also reporting that the knowledge and skills they have developed through the Berry Street training is very practical and highly valued in the schools where they undertake their placements, and they are able to make a stronger contribution through their teaching while on placements.”
Thanks to the success of the model and the positive feedback it has been getting from those involved, all of Deakin’s pre-service teaching programs will have BSEM embedded into the courses as a requirement for graduation.
These teaching programs include:
Early childhood education:
– Bachelor of Early Childhood Education
– Master of Teaching (Early Childhood Education)
Primary teaching:
– Bachelor of Education (Primary)
– Master of Teaching (Primary)
Secondary teaching:
– Bachelor of Health and Physical Education
– Master of Teaching (Secondary)
“Teachers who have a better understanding of trauma-informed practice are more likely to have the knowledge and skills to understand the sorts of complex classroom behaviours related to a student’s prior experience of trauma.”
Blake noted that without the right professional knowledge and teaching tools, teachers are more likely to become frustrated and anxious by complex student behaviours and subsequently struggle with their own well-being.
“We think that better preparation of teachers in trauma-informed practices will help improve teachers’ well-being and also help them enjoy the job and stay in the profession.”