Explore our professional learning resources that can support your work with students in primary and secondary school settings.
Protective and risk factors
There are a number of protective and risk factors impacting trauma recovery during settlement.
Making a referral to Foundation House
Children and young people can be referred to Foundation House whether they are newly arrived or have been in Australia for many years.
School strategies and practices that meet trauma recovery goals
School strategies and practices that meet trauma recovery goals
Using High Impact Strategies (HITS)
The Department of Education and Training provides schools with the High Impact Teaching Strategies (HITS) Excellence in teaching and learning resource, which sets out what each strategy involves.
Transition and enrolment checklist
Effective transition and enrolment processes contribute to families and students feeling supported. This checklist can be used to guide your school’s preparation.
Settlement factors
Settlement factors impacting integration and marginalisation for students and families of refugee backgrounds.
Three lenses for understanding refugee experiences
Understanding the plight of people from refugee backgrounds is a critical first step in supporting their recovery journey.
Responding to students’ trauma disclosures
Anticipating and sensitively responding to students’ trauma disclosures supports their recovery from traumatic refugee experiences.
Responding to students’ trauma reactions
Anticipating and sensitively responding to students’ trauma reactions supports their recovery from traumatic refugee experiences.
Supporting students who are seeking asylum
In Victoria, any young person of compulsory senior school age is entitled to enrol and commence at school.
Identifying students and families of refugee backgrounds
Ensure adequate supports are in place by identifying students and families of refugee backgrounds at enrolment, including those seeking asylum.
Trauma Recovery Framework
This trauma recovery framework guides our work with survivors of torture and trauma and assists our multi-disciplinary team of staff to use consistent practices based on common understanding.
Enrolment steps to meet the needs of students of refugee backgrounds
Steps to meet the needs of students of refugee backgrounds
Applying the Australian professional standards for teachers
This table details how three of the Australian professional standards may be linked to teaching students of refugee backgrounds.
Effects of refugee experiences on development and learning
Exposure to multiple traumatic events, combined with disrupted schooling and settlement challenges, can have far reaching effects upon children’s learning and development.
Ways to welcome and support students and families across the school
Ideas collected from participating schools in the 2016–17 Refugee Education Support Program.
Hiorth’s Indicators of good transitions
Amanda Hiorth’s 2017 Victorian study of students’ transitions from English Language School to mainstream schools found three aspects of schooling critical to good transitions.
Supporting students living in Melbourne’s public housing during COVID-19 restrictions
While there is fear, anxiety and uncertainty about the future, you can support students and their parents/carers to increase their feelings of safety and control.
School’s In for Refugees Audit Tool
Use the School’s In for Refugees Audit Tool to gain a comprehensive picture of what your school is currently doing to support students and families of refugee backgrounds. When completed, the Audit will identify your school’s strengths and areas for improvement, and guide your whole-school action planning.
Supporting students of refugee backgrounds during COVID-19
While there is fear, anxiety and uncertainty about the future, you can support students and their parents/carers to increase their feelings of safety and control.
Helping families from refugee backgrounds to support their children’s learning
Supporting children’s at home learning is vital to focus and work on with families, particularly for students from refugee backgrounds during the current COVID-19 period.
Supporting transitions from early years to school for children and families from refugee backgrounds during COVID-19
The COVID-19 pandemic has impacted on the lives of many Victorians, including families from refugee backgrounds with trauma histories. Supporting children’s positive transition to school in 2021 will continue to be important.
Supporting senior students of refugee backgrounds
Due to their age and circumstances, you can anticipate that your senior students (years 10–12) of refugee backgrounds will require specialised supports. The following practices have been collated from a variety of schools. Use these to consider what you are currently doing to support senior students and to identify opportunities to enhance your practices.
Information for school staff – Final Departure Bridging Visas
This resource provides information for school staff about the bridging visa, implications for students and families, strategies to support wellbeing, continuity of learning as well as additional supports and services available.
Guidelines for working with interpreters
The use of trained interpreters is one of the many ways schools can support trauma recovery for students and families of refugee backgrounds.
Supporting students and families of Afghan background
Victorian students and families of Afghan background are currently experiencing trauma as events unfold in Afghanistan. Communities may be experiencing grief, anger and fear about the safety of loved ones and the future. School staff can provide assistance by prioritising wellbeing and connection.
New resource: Supporting Children, Young People and Families from Burma/Myanmar in the Education Sector
Families living in Victoria from Burma/Myanmar are experiencing ongoing trauma as a result of the February 2021 Coup and the worsening COVID-19 crisis which is causing many deaths. This resource provides practical strategies for those working with children, young people and their families to support these communities.
Trauma recovery goals and the Australian professional standards for teachers
Designed for Victorian teachers to highlight the ways in which the work they do to support students of refugee background and their families*, assists them to comply with the Australian Professional Standards for Teachers.
School Support Program – Professional Learning Suite
The tailored workshops are complimentary to the Refugee Education Support Program and professional learning calendar events and allow schools to build on their current practices and previous learnings. Professional Learning is delivered at no cost for schools.
Managing Sensitive Content and Conversations in Classrooms
This resource provides classroom teachers with strategies and approaches to manage sensitive content and conversations related to students’ traumatic refugee experiences.
Schools and Families in Partnership
A desktop guide to engaging families from refugee backgrounds in their child’s learning.
Post-School Education Pathways
This guide refers to students from refugee backgrounds, which includes those who have been granted permanent protection, as well as those seeking asylum on temporary visas or in community residence determination (community detention).
Supporting Children, Young People and Families during an International Crisis
Families living in Australia from refugee backgrounds can experience ongoing trauma when instability and conflict arises or escalates in their country of origin.
