Trauma-Informed Practice in Primary Schools: An African-Australian Parent Perspective

Trauma-Informed Practice in Primary Schools: An African-Australian Parent Perspective | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Trauma-Informed Practice in Primary Schools: An African-Australian Parent Perspective Keletso Magano-Niebling, Dr Masud Ahmmed This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8669871/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The influx of newly arrived African-Australian families into Australia over the past decade has heightened the importance of trauma-informed practice (TIP) in schools. This qualitative study explores African-Australian parents’ perspectives on trauma-informed practice in primary school settings. The study draws on in-depth semi-structured interviews with three African-Australian parents, supported by a review of relevant TIP literature. Providing positive and inclusive educational experiences for African-Australian students and their families remain a critical issue across Australian schools. However, trauma-informed practice is still a relatively emerging concept, and many teachers have limited awareness of the impacts of war, trauma, and resettlement on African-Australian students. As a result, parents often feel hesitant to engage with schools, leading to weak home-school partnerships. For many students, school may become a site where trauma is re-enacted, manifested through emotional withdrawal, hypervigilance, and disruptive behaviours. Teachers without trauma-informed training frequently struggle to respond effectively to these challenges. The findings highlight African-Australian parents’ strong need for schools to adopt trauma-sensitive and culturally responsive approaches that acknowledge the impact of trauma on learning and behaviour. The study also underscores the urgent need for targeted teacher training in trauma-informed practice, the development of culturally sensitive school policies, and the strengthening of collaborative partnerships between schools and African-Australian families. Trauma primary school African-Australian families trauma-informed practice Introduction Over the past decade, Australia has experienced a significant increase in migration, including the resettlement of African-Australian families, many of whom have endured war, displacement, and forced migration (Abur, 2022). While resettlement offers safety and stability, the legacies of trauma often continue to affect children and their families long after settlement (Block et al., 2014; Ziaian et al., 2018). Educational settings are widely recognised as central sites for children’s learning, adjustment and sense of belonging, where self-identity is formed, valued and nurtured. However, for children affected by trauma or adverse experiences, schooling can trigger their distress and anxieties, manifested in behaviours such as hypervigilance, emotional withdrawal, or disruptive outbursts. Without trauma-aware teaching pedagogies and inclusive approaches, these behaviours may be misinterpreted as defiance or poor discipline, further marginalising children and straining family - school relationships (Collier, 2022). Trauma-Informed Practice (TIP) has emerged in Australia and across Organisation for Economic Co-operation and Development (OECD) countries as a promising framework to address the challenges faced by trauma-affected children. TIP involves recognising the impact of trauma on learning and behaviour, responding with sensitivity and care, and creating safe and supportive learning environments that promote resilience (Brunzell & Norrish, 2021a; Stokes & Brunzell, 2020). Although TIP is gaining growing recognition, it remains relatively new in Australia, and many teachers are unfamiliar with its principles. This knowledge gap can limit the provision of trauma-aware and inclusive learning experiences, particularly for African-Australian children who face trauma associated with war and migration, as well as additional challenges related to cultural adjustment and racial discrimination (Salami et al., 2022). Parents are central to their children’s educational experiences through engagement with teachers and schools, yet their perspectives are frequently underrepresented in research and policy. Factors such as socio-economic status, educational background, language, and cultural context can influence parental engagement with schools and teachers. Understanding African-Australian parents’ perceptions of school culture, practices, and preparedness to support trauma-affected children is therefore essential for informing responsive and inclusive educational practices. Hence, this study addresses the following research aims: Explore African-Australian parents’ perceptions of how trauma-informed practices are currently implemented in primary schools. Identify the barriers and enablers that influence teachers’ capacity to respond effectively to trauma. Examine how culturally sensitive approaches can be embedded within TIP to better support African-Australian families. Provide recommendations for strengthening school–family partnerships to enhance the educational and emotional wellbeing of trauma-affected students. Understanding the Context of the study Australia is a multicultural country and a destination for people from around the world due to its longstanding commitment to diversity, inclusion, and multiculturalism. Like many other migrant groups, African-Australian families often arrive with experiences of displacement, conflict, and separation from loved ones. For these families, migration to Australia represents both refuge and loss. While parents welcome the opportunity to raise their children in safety, they often carry unspoken trauma that can affect their own emotional wellbeing and, in turn, their children’s educational experiences (Block et al., 2014; Stronach et al., 2019). These legacies of trauma may manifest in children’s behaviours at school, including classroom disruption, playground conflicts, emotional withdrawal, or hypervigilance (Salami et al., 2022; Ziaian et al., 2018). In addition, adapting to the Australian school system can present further challenges for families. Unlike many African education systems, where grade progression is primarily determined by academic achievement, Australian schools typically promote students according to age (Boamah, 2023). Such structural differences may heighten parental concerns about whether schools are adequately equipped to recognise and respond to trauma and to support their children effectively. Consequently, parents often question whether teachers possess the knowledge and skills required to address trauma in culturally responsive and inclusive ways. This study aimed to examine African-Australian parents’ reflections on the extent to which primary schools implement trauma-informed practices and to explore how such support might be strengthened through inclusive dialogue involving parents, teachers, school leaders, students, and community representatives. African-Australian families often navigate complex challenges, including the legacies of trauma related to war, forced migration, and racial discrimination, which can significantly influence children’s educational experiences. Understanding parents’ perspectives is critical, as they are uniquely positioned to identify both the successes and gaps in schools’ trauma-responsive approaches. Engaging parents in dialogue with educators and community representatives can illuminate practical strategies to enhance trauma-informed practices, ensuring that schools are not only safe learning spaces but also culturally responsive environments that recognise and validate students’ lived experiences. To capture these insights, semi-structured interviews were conducted to elicit parents’ perceptions of teachers’ preparedness to implement trauma-informed approaches, as well as to identify key enablers and barriers to trauma-aware pedagogy, including resources, professional development, and institutional support. Trauma arising from experiences of war, forced displacement, or racial discrimination can result in cognitive, emotional, and behavioural dysregulation (Brown & L’Estrange, 2023; Salami et al., 2022). In educational contexts, these impacts may manifest as anxiety, anger, withdrawal, or disruptive behaviours, which risk being misinterpreted as defiance or poor discipline in the absence of trauma-sensitive approaches. Existing literature underscores the necessity of a school-wide commitment to Trauma-Informed Practice, encompassing ongoing staff professional learning, culturally responsive school environments, and meaningful collaboration with families (Ballin, 2022; Stokes & Brunzell, 2020). Such approaches not only support student resilience and recovery but also strengthen trust and partnerships between schools and African-Australian communities. Methodology Research Design A qualitative interpretivist research design was adopted for this study, drawing on Interpretative Phenomenological Analysis (IPA) to explore African-Australian parents’ lived experiences (Brunzell & Norrish, 2021a, 2021b; Smith, 2008). This approach allowed for an in-depth exploration of participants’ perspectives within their sociocultural and educational contexts. Participant Selection Procedures Participants were recruited through trusted African community leaders to ensure cultural sensitivity and to build rapport. This approach was particularly important for engaging families from migrant and refugee backgrounds, who may be cautious about participating in research. This study obtained ethical approval from the VU Human Research Ethics Committee (approval no: HRE24-121) Participants Three African-Australian parents took part in the study. They were originally from Kenya, South Sudan, and South Africa, and all had children currently enrolled in Victorian primary schools. They are all had children who were enrolled in primary school in Australia. Two parents were single parents and one had a partner. One lived in an area where they had majority of African heritage and two of the parents lived in suburbs with minimal African families heritage. Data Collection Data were collected through semi-structured interviews, allowing for flexibility in exploring participants’ perspectives while maintaining consistency across interviews. Each interview lasted between 20 and 30 minutes and was conducted with careful attention to trauma-sensitive practices. All interviews were audio-recorded with participants’ informed consent. Ethical approval for the study was obtained prior to participant recruitment and data collection. The recorded interviews were subsequently transcribed verbatim for analysis. Data Analysis Data analysis followed Braun and Clarke’s (2022) six-phase thematic analysis framework, allowing for the inductive development of themes directly from the data. Peer review and cross-checking of emerging themes were undertaken to enhance trustworthiness and rigour. Ethical Consideration All participants were informed of the study’s purpose, voluntary nature, and their right to withdraw at any time. Anonymity was safeguarded by using participant codes (P01- P0…), and identifying details were removed from all transcripts and quotations. Data were stored securely in accordance with institutional ethics requirements. Results Thematic analysis of interview data of three African-Australian parents who took part in the study. The interview revealed three key themes: Theme 1: Recognising Signs of Trauma; Theme 2: The Importance of Trauma Training for Teachers ; and Theme 3: Embedding Culturally Sensitive Trauma-Informed Approaches. Theme 1: Recognising Signs of Trauma Parents consistently reported that teachers often lacked the ability to recognise the subtle signs of trauma in African-Australian students. Behaviours such as anger, withdrawal, hypervigilance, and dissociation were frequently interpreted as deliberate disobedience or poor discipline. One parent described her child’s heightened alertness in class as “being constantly on edge,” yet teachers perceived it as inattentiveness. Parents emphasised that early recognition is critical because once children feel misunderstood, their disengagement deepens. They argued that a more informed teacher response could turn a potential conflict into an opportunity for reassurance and relationship building. Theme 2: The Importance of Trauma Training for Teachers A strong message from parents was that teachers require structured, ongoing professional development in trauma-informed practice. Parents felt that many teachers relied on general classroom management strategies, which often failed when working with trauma-affected students. They suggested that targeted training would give teachers the confidence to respond to distress with empathy rather than discipline. For example, instead of sending a disruptive student out of class, a trauma-informed approach might involve providing a calming strategy or safe space. Parents highlighted that such approaches could strengthen teacher–student trust and reduce the risk of repeated behavioural incidents. Theme 3: Embedding Culturally Sensitive Trauma-Informed Approaches Parents stressed that trauma-informed practices must also be culturally responsive to be effective. They cautioned against “one-size-fits-all” strategies, given the diversity of African communities and the unique histories of trauma carried by different groups. For instance, experiences of war and displacement in South Sudan may differ markedly from those of South African families, and schools need to understand these distinctions. Parents also emphasised the importance of recognising cultural practices, such as storytelling, collective responsibility, and spirituality, as potential resources for healing in schools. Some parents mentioned that they shared strategies from home-such as mindfulness, prayer, or relaxation practices- that could be adapted for the school setting. This willingness to collaborate highlights the untapped potential for stronger school-family partnerships in addressing trauma. Table 1 presents the identified themes and illustrative quotes from participants’ interviews. Theme Illustrative Quotes Participants Recognising Signs of Trauma P01-South Sudan P02-Kenya P03-South Africa “In my experience working in senior school classrooms, teachers appeared to be unable to identify signs of trauma in African –Australian students” P01 “I never thought the teachers could be relied on to talk to about these issues, when Kofi lost a pet, he was upset. We never told the teachers as we didn't they needed to know” P02 “The teachers at this school were unable to recognise trauma my children were experiencing because of the separation. They were very close to their dad, and the challenges at school only made it harder for them to regulate their emotions” P03 The Importance of Trauma Training for Teachers “There is a lot of work to be done in this space, and schools need to support teachers and get them trained” “Obviously, I think teachers ‘training in trauma would have a huge impact if it was something they were proactively or actively engaged in. In that sense, teaching principles could have only been useful in helping the kids understand and process their anger and levels of trauma” “When my children were not settling well in the new school, I went to the office and asked them if they have had any experience with African students?” P01 P02 P03 Theme 3: Embedding Culturally Sensitive Trauma-Informed Approaches “To be honest, for many years we didn’t even view trauma as such” “Some South Sudanese viewed trauma as just a bad experience, which makes it difficult for the generation born in Australia who have never been to Africa” P01 “Our culture is different. Sometimes as parents, we give the children a look when they’ve done something wrong, and our discipline was different, which caused us trauma” “I know it is hard for teachers-they are different, and they are humans too. They bring their own baggage to school. They have a duty of care to all the children in their classrooms and need to show that they care for them. It’s not easy” P02 P03 Discussion The findings highlight a significant gap in teachers’ ability to recognise trauma-related behaviours among African-Australian students. Parents’ accounts that teachers often misread signs such as hypervigilance or withdrawal as inattentiveness or defiance reinforce the observations of Carter et al. (2020) and Howard (2020), who found that educators lacking trauma awareness frequently attribute trauma manifestations to poor behaviour or discipline issues. These misinterpretations can result in responses that are not only ineffective but may also exacerbate students’ distress, creating a cycle of misunderstanding and punitive action. This dynamic supports the broader argument that trauma symptoms are often invisible or misunderstood in educational settings, particularly when teachers have not received trauma-specific professional learning (Perry & Szalavitz, 2017; Perry & Daniels, 2016). Early recognition and appropriate response are central to trauma-informed education. As parents in this study noted, when teachers fail to interpret behaviours through a trauma-sensitive lens, children may feel alienated, disengaged, and unsupported (May, 2023). In contrast, educators who respond with relational awareness and empathetic engagement can transform potentially disruptive moments into opportunities for connection, reassurance, and learning. This aligns with the relational foundation of trauma-informed pedagogy, which positions trust, safety, and predictability as prerequisites for effective learning (Brunzell, 2019; Brunzell et al., 2019; Stokes & Brunzell, 2019). Parents’ call for structured, ongoing professional development reinforces Little and Maunder’s (2021) assertion that trauma training is essential for building teachers’ confidence, empathy, and resilience when supporting trauma-affected students. Without such training, general classroom management approaches often fail because they do not account for the neurological and emotional impacts of trauma on learning and behaviour. Trauma-informed practice, in contrast, requires teachers to implement regulatory strategies—such as calm zones, predictable routines, and supportive dialogue—that promote safety, co-regulation, and emotional stability. When teachers are equipped with these tools, they are better able to de-escalate conflict, foster positive relationships, and enhance both student engagement and academic outcomes (Brunzell et al., 2019; Eva et al., 2024). A further insight from this study is that trauma-informed practice must be culturally grounded. Parents’ emphasis on cultural sensitivity aligns with Stokes and Brunzell (2019), who argue that culturally responsive trauma-informed approaches are more effective because they reflect students’ lived experiences, values, and collective identities. For many African-Australian families, trauma is shaped by complex experiences of displacement, racism, and intergenerational adversity (Correa-Velez et al., 2017). Consequently, trauma responses should not only address emotional regulation but also affirm cultural belonging, identity, and resilience. Incorporating cultural strengths—such as storytelling, spirituality, and communal care - into trauma-informed education can promote healing, foster resilience, and validate students’ unique cultural experiences (Beeke, 2021; resilience, 2023; Spiteri et al., 2023). Parents’ willingness to share home-based strategies such as mindfulness, prayer, or family dialogue further underscores the importance of genuine school-family partnerships. These collaborations provide valuable opportunities for educators to co-create culturally relevant trauma-informed practices in consultation with African communities. As Bronfenbrenner’s (1979) ecological systems theory suggests, children’s well-being is optimised when there is synergy between home and school environments (Crosby, 2015). When teachers, families, and community leaders work collaboratively, trauma-informed strategies are more likely to be consistent, culturally respectful, and sustainable, ultimately supporting both emotional and educational outcomes for students (Greig et al., 2021; Miller et al., 2018). Recommendations Based on the findings and discussion, several key recommendations are proposed to strengthen trauma-informed and culturally responsive practices in schools supporting African-Australian students. Embed Trauma-Informed Practice (TIP) in Teacher Education and Professional Learning Trauma-informed education should be incorporated into both pre-service teacher training and ongoing professional development. Structured and continuous learning opportunities will enable teachers to recognise trauma-related behaviours, understand their impact on learning and relationships, and respond with empathy rather than punishment. Develop Culturally Responsive TIP Frameworks Schools should co-design trauma-informed frameworks that reflect the cultural values, experiences, and strengths of African-Australian communities. Collaboration with community leaders, cultural consultants, and parents will ensure that trauma responses align with the diverse cultural narratives and healing traditions of African families. Foster Relational Pedagogy and Reflective Practice Teachers should be encouraged to adopt relational approaches that prioritise trust, safety, and emotional regulation. Reflective practice should also be embedded into professional learning, allowing teachers to examine personal biases and assumptions that may affect their interpretation of student behaviour. Strengthen School-Family Partnerships Schools should establish consistent, respectful, and meaningful channels for collaboration with African-Australian families. Parents’ knowledge, cultural practices, and coping strategies can be powerful resources for developing culturally grounded trauma-informed interventions. Initiatives such as parent forums, culturally inclusive events, and community workshops can promote mutual understanding and shared responsibility for student well-being. Adopt Whole-School Approaches to Trauma-Informed Education Trauma-informed practice should extend beyond individual teachers to involve leadership teams, support staff, and counsellors. A whole-school approach ensures that policies, classroom management strategies, and student support services are aligned with trauma-aware principles, creating consistent environments of safety and belonging. Implementing these recommendations will help schools move from reactive behaviour management to proactive, healing-oriented practice that supports both academic engagement and emotional recovery for trauma-affected students. Limitations of the Study This study provides valuable insights into African-Australian parents’ perspectives; however, several limitations must be acknowledged. First, the sample size was relatively small and drawn from specific African-Australian community networks. While the qualitative design allowed for rich, in-depth data, the findings cannot be generalised to all African-Australian families or to other culturally and linguistically diverse groups. Broader studies involving a wider demographic would enhance the generalisability of results. Second, the study relied solely on parental perspectives. Although this provides crucial insights into family experiences and perceptions, it does not capture the views of teachers, students, or school leaders. Finally, given the sensitive nature of the topic, some participants may have been cautious in discussing personal or community trauma in depth. Time constraints and emotional considerations may have also influenced the breadth of data collected. Despite these limitations, the study contributes important exploratory evidence to an under-researched area and offers a foundation for future inquiry. Conclusion This study concludes that African-Australian parents perceive notable gaps in teachers’ understanding and preparedness to support trauma-affected students. Many educators, according to parents, misinterpret trauma-related behaviours, leading to punitive rather than empathetic responses. Addressing this issue requires a systemic commitment to trauma-informed practice that integrates cultural understanding and relational pedagogy. For African-Australian students to thrive, schools must embed trauma-informed principles into policy, pedagogy, and teacher development, while placing cultural responsiveness at the centre of practice. Recognising the diversity of African experiences- ranging from migration and displacement to racial discrimination- is essential for ensuring that school responses are inclusive and respectful. Stronger partnerships between schools and African-Australian families also play a critical role . Parents’ willingness to collaborate and share culturally grounded coping strategies represents a valuable resource for schools seeking to create supportive and healing environments. Ultimately, trauma-aware and culturally responsive schools foster not only learning but also belonging, safety, and empowerment. 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Ziaian, T., de Anstiss, H., Puvimanasinghe, T., & Miller, E. (2018). psychological wellbeing and experiences in the Australian education system: a mixed-methods investigation. Australian Psychologist , 53 (4), 345. Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. 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07:10:56","extension":"html","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":71328,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-8669871/v1/353ddc9e8f6c4fa4810ba17f.html"},{"id":101880430,"identity":"00599211-2365-4e2a-a5d4-a115c7f11784","added_by":"auto","created_at":"2026-02-04 15:01:10","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":781277,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8669871/v1/139256bf-35b4-4bda-95ce-b03a8a3f26ff.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eTrauma-Informed Practice in Primary Schools: An African-Australian Parent\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePerspective\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eOver the past decade, Australia has experienced a significant increase in migration, including the resettlement of African-Australian families, many of whom have endured war, displacement, and forced migration (Abur, 2022). While resettlement offers safety and stability, the legacies of trauma often continue to affect children and their families long after settlement (Block et al., 2014; Ziaian et al., 2018). Educational settings are widely recognised as central sites for children’s learning, adjustment and sense of belonging, where self-identity is formed, valued and nurtured. However, for children affected by trauma or adverse experiences, schooling can trigger their distress and anxieties, manifested in behaviours such as hypervigilance, emotional withdrawal, or disruptive outbursts. Without trauma-aware teaching pedagogies and inclusive approaches, these behaviours may be misinterpreted as defiance or poor discipline, further marginalising children and straining family - school relationships (Collier, 2022).\u003c/p\u003e\n\u003cp\u003eTrauma-Informed Practice (TIP) has emerged in Australia and across Organisation for Economic Co-operation and Development (OECD) countries as a promising framework to address the challenges faced by trauma-affected children. TIP involves recognising the impact of trauma on learning and behaviour, responding with sensitivity and care, and creating safe and supportive learning environments that promote resilience (Brunzell \u0026amp; Norrish, 2021a; Stokes \u0026amp; Brunzell, 2020). Although TIP is gaining growing recognition, it remains relatively new in Australia, and many teachers are unfamiliar with its principles. This knowledge gap can limit the provision of trauma-aware and inclusive learning experiences, particularly for African-Australian children who face trauma associated with war and migration, as well as additional challenges related to cultural adjustment and racial discrimination (Salami et al., 2022).\u003c/p\u003e\n\u003cp\u003eParents are central to their children’s educational experiences through engagement with teachers and schools, yet their perspectives are frequently underrepresented in research and policy. Factors such as socio-economic status, educational background, language, and cultural context can influence parental engagement with schools and teachers. Understanding African-Australian parents’ perceptions of school culture, practices, and preparedness to support trauma-affected children is therefore essential for informing responsive and inclusive educational practices. Hence, this study addresses the following research aims:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eExplore African-Australian parents’ perceptions of how trauma-informed practices are currently implemented in primary schools.\u003c/li\u003e\n \u003cli\u003eIdentify the barriers and enablers that influence teachers’ capacity to respond effectively to trauma.\u003c/li\u003e\n \u003cli\u003eExamine how culturally sensitive approaches can be embedded within TIP to better support African-Australian families.\u003c/li\u003e\n \u003cli\u003eProvide recommendations for strengthening school–family partnerships to enhance the educational and emotional wellbeing of trauma-affected students.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eUnderstanding the Context of the study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAustralia is a multicultural country and a destination for people from around the world due to its longstanding commitment to diversity, inclusion, and multiculturalism. Like many other migrant groups, African-Australian families often arrive with experiences of displacement, conflict, and separation from loved ones. For these families, migration to Australia represents both refuge and loss. While parents welcome the opportunity to raise their children in safety, they often carry unspoken trauma that can affect their own emotional wellbeing and, in turn, their children’s educational experiences (Block et al., 2014; Stronach et al., 2019).\u003c/p\u003e\n\u003cp\u003eThese legacies of trauma may manifest in children’s behaviours at school, including classroom disruption, playground conflicts, emotional withdrawal, or hypervigilance (Salami et al., 2022; Ziaian et al., 2018). In addition, adapting to the Australian school system can present further challenges for families. Unlike many African education systems, where grade progression is primarily determined by academic achievement, Australian schools typically promote students according to age (Boamah, 2023). Such structural differences may heighten parental concerns about whether schools are adequately equipped to recognise and respond to trauma and to support their children effectively. Consequently, parents often question whether teachers possess the knowledge and skills required to address trauma in culturally responsive and inclusive ways.\u003c/p\u003e\n\u003cp\u003eThis study aimed to examine African-Australian parents’ reflections on the extent to which primary schools implement trauma-informed practices and to explore how such support might be strengthened through inclusive dialogue involving parents, teachers, school leaders, students, and community representatives. African-Australian families often navigate complex challenges, including the legacies of trauma related to war, forced migration, and racial discrimination, which can significantly influence children’s educational experiences. Understanding parents’ perspectives is critical, as they are uniquely positioned to identify both the successes and gaps in schools’ trauma-responsive approaches. Engaging parents in dialogue with educators and community representatives can illuminate practical strategies to enhance trauma-informed practices, ensuring that schools are not only safe learning spaces but also culturally responsive environments that recognise and validate students’ lived experiences. To capture these insights, semi-structured interviews were conducted to elicit parents’ perceptions of teachers’ preparedness to implement trauma-informed approaches, as well as to identify key enablers and barriers to trauma-aware pedagogy, including resources, professional development, and institutional support.\u003c/p\u003e\n\u003cp\u003eTrauma arising from experiences of war, forced displacement, or racial discrimination can result in cognitive, emotional, and behavioural dysregulation (Brown \u0026amp; L’Estrange, 2023; Salami et al., 2022). In educational contexts, these impacts may manifest as anxiety, anger, withdrawal, or disruptive behaviours, which risk being misinterpreted as defiance or poor discipline in the absence of trauma-sensitive approaches. Existing literature underscores the necessity of a school-wide commitment to Trauma-Informed Practice, encompassing ongoing staff professional learning, culturally responsive school environments, and meaningful collaboration with families (Ballin, 2022; Stokes \u0026amp; Brunzell, 2020). Such approaches not only support student resilience and recovery but also strengthen trust and partnerships between schools and African-Australian communities.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003e\u003cstrong\u003eResearch Design\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eA qualitative interpretivist research design was adopted for this study, drawing on Interpretative Phenomenological Analysis (IPA) to explore African-Australian parents’ lived experiences (Brunzell \u0026amp; Norrish, 2021a, 2021b; Smith, 2008). This approach allowed for an in-depth exploration of participants’ perspectives within their sociocultural and educational contexts.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipant Selection Procedures\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipants were recruited through trusted African community leaders to ensure cultural sensitivity and to build rapport. This approach was particularly important for engaging families from migrant and refugee backgrounds, who may be cautious about participating in research. This study obtained ethical approval from the VU Human Research Ethics Committee (approval no: HRE24-121)\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThree African-Australian parents took part in the study. They were originally from Kenya, South Sudan, and South Africa, and all had children currently enrolled in Victorian primary schools. They are all had children who were enrolled in primary school in Australia. Two parents were single parents and one had a partner. One lived in an area where they had majority of African heritage and two of the parents lived in suburbs with minimal African families heritage.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData were collected through semi-structured interviews, allowing for flexibility in exploring participants’ perspectives while maintaining consistency across interviews. Each interview lasted between 20 and 30 minutes and was conducted with careful attention to trauma-sensitive practices. All interviews were audio-recorded with participants’ informed consent. Ethical approval for the study was obtained prior to participant recruitment and data collection. The recorded interviews were subsequently transcribed verbatim for analysis.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eData analysis followed Braun and Clarke’s (2022) six-phase thematic analysis framework, allowing for the inductive development of themes directly from the data. Peer review and cross-checking of emerging themes were undertaken to enhance trustworthiness and rigour.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Consideration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll participants were informed of the study’s purpose, voluntary nature, and their right to withdraw at any time. Anonymity was safeguarded by using participant codes (P01- P0…), and identifying details were removed from all transcripts and quotations. Data were stored securely in accordance with institutional ethics requirements.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThematic analysis of interview data of three African-Australian parents who took part in the study. The interview revealed three key themes: Theme 1: \u003cem\u003eRecognising Signs of Trauma;\u003c/em\u003e Theme 2: \u003cem\u003eThe Importance of Trauma Training for Teachers\u003c/em\u003e; and Theme 3: \u003cem\u003eEmbedding Culturally Sensitive Trauma-Informed Approaches.\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eTheme 1: Recognising Signs of Trauma\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eParents consistently reported that teachers often lacked the ability to recognise the subtle signs of trauma in African-Australian students. Behaviours such as anger, withdrawal, hypervigilance, and dissociation were frequently interpreted as deliberate disobedience or poor discipline. One parent described her child’s heightened alertness in class as “being constantly on edge,” yet teachers perceived it as inattentiveness. Parents emphasised that early recognition is critical because once children feel misunderstood, their disengagement deepens. They argued that a more informed teacher response could turn a potential conflict into an opportunity for reassurance and relationship building.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eTheme 2: The Importance of Trauma Training for Teachers\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eA strong message from parents was that teachers require structured, ongoing professional development in trauma-informed practice. Parents felt that many teachers relied on general classroom management strategies, which often failed when working with trauma-affected students. They suggested that targeted training would give teachers the confidence to respond to distress with empathy rather than discipline. For example, instead of sending a disruptive student out of class, a trauma-informed approach might involve providing a calming strategy or safe space. Parents highlighted that such approaches could strengthen teacher–student trust and reduce the risk of repeated behavioural incidents.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eTheme 3: Embedding Culturally Sensitive Trauma-Informed Approaches\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eParents stressed that trauma-informed practices must also be culturally responsive to be effective. They cautioned against “one-size-fits-all” strategies, given the diversity of African communities and the unique histories of trauma carried by different groups. For instance, experiences of war and displacement in South Sudan may differ markedly from those of South African families, and schools need to understand these distinctions. Parents also emphasised the importance of recognising cultural practices, such as storytelling, collective responsibility, and spirituality, as potential resources for healing in schools. Some parents mentioned that they shared strategies from home-such as mindfulness, prayer, or relaxation practices- that could be adapted for the school setting. This willingness to collaborate highlights the untapped potential for stronger school-family partnerships in addressing trauma.\u003c/p\u003e\n\u003cp\u003eTable 1 presents the identified themes and illustrative quotes from participants’ interviews.\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTheme\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eIllustrative Quotes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003eRecognising Signs of Trauma\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eP01-South Sudan\u003c/p\u003e\n \u003cp\u003eP02-Kenya\u003c/p\u003e\n \u003cp\u003eP03-South Africa\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e“In my experience working in senior school classrooms, teachers appeared to be unable to identify signs of trauma in African –Australian students”\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eP01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e“I never thought the teachers could be relied on to talk to about these issues, when Kofi lost a pet, he was upset. We never told the teachers as we didn't they needed to know”\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eP02\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e“The teachers at this school were unable to recognise trauma my children were experiencing because of the separation. They were very close to their dad, and the challenges at school only made it harder for them to regulate their emotions”\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eP03\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eThe Importance of Trauma Training for Teachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e“There is a lot of work to be done in this space, and schools need to support teachers and get them trained”\u003c/p\u003e\n \u003cp\u003e“Obviously, I think teachers ‘training in trauma would have a huge impact if it was something they were proactively or actively engaged in. In that sense, teaching principles could have only been useful in helping the kids understand and process their anger and levels of trauma”\u003c/p\u003e\n \u003cp\u003e“When my children were not settling well in the new school, I went to the office and asked them if they have had any experience with African students?”\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eP01\u003c/p\u003e\n \u003cp\u003eP02\u003c/p\u003e\n \u003cp\u003eP03\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003eTheme 3: Embedding Culturally Sensitive Trauma-Informed Approaches\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e“To be honest, for many years we didn’t even view trauma as such” “Some South Sudanese viewed trauma as just a bad experience, which makes it difficult for the generation born in Australia who have never been to Africa”\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eP01\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e“Our culture is different. Sometimes as parents, we give the children a look when they’ve done something wrong, and our discipline was different, which caused us trauma”\u003c/p\u003e\n \u003cp\u003e“I know it is hard for teachers-they are different, and they are humans too. They bring their own baggage to school. They have a duty of care to all the children in their classrooms and need to show that they care for them. It’s not easy”\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eP02\u003c/p\u003e\n \u003cp\u003eP03\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe findings highlight a significant gap in teachers’ ability to recognise trauma-related behaviours among African-Australian students. Parents’ accounts that teachers often misread signs such as hypervigilance or withdrawal as inattentiveness or defiance reinforce the observations of Carter et al. (2020) and Howard (2020), who found that educators lacking trauma awareness frequently attribute trauma manifestations to poor behaviour or discipline issues.\u0026nbsp;\u003cstrong\u003eThese misinterpretations can result in responses that are not only ineffective but may also exacerbate students’ distress, creating a cycle of misunderstanding and punitive action.\u003c/strong\u003eThis dynamic supports the broader argument that trauma symptoms are often invisible or misunderstood in educational settings, particularly when teachers have not received trauma-specific professional learning (Perry \u0026amp; Szalavitz, 2017; Perry \u0026amp; Daniels, 2016).\u003c/p\u003e\n\u003cp\u003eEarly recognition and appropriate response are central to trauma-informed education. As parents in this study noted, when teachers fail to interpret behaviours through a trauma-sensitive lens, children may feel alienated, disengaged, and unsupported (May, 2023).\u0026nbsp;\u003cstrong\u003eIn contrast, educators who respond with relational awareness and empathetic engagement can transform potentially disruptive moments into opportunities for connection, reassurance, and learning.\u003c/strong\u003e This aligns with the relational foundation of trauma-informed pedagogy, which positions trust, safety, and predictability as prerequisites for effective learning (Brunzell, 2019; Brunzell et al., 2019; Stokes \u0026amp; Brunzell, 2019).\u003c/p\u003e\n\u003cp\u003eParents’ call for structured, ongoing professional development reinforces Little and Maunder’s (2021) assertion that trauma training is essential for building teachers’ confidence, empathy, and resilience when supporting trauma-affected students.\u0026nbsp;\u003cstrong\u003eWithout such training, general classroom management approaches often fail because they do not account for the neurological and emotional impacts of trauma on learning and behaviour.\u003c/strong\u003e Trauma-informed practice, in contrast, requires teachers to implement regulatory strategies—such as calm zones, predictable routines, and supportive dialogue—that promote safety, co-regulation, and emotional stability. When teachers are equipped with these tools, they are better able to de-escalate conflict, foster positive relationships, and enhance both student engagement and academic outcomes (Brunzell et al., 2019; Eva et al., 2024).\u003c/p\u003e\n\u003cp\u003eA further insight from this study is that trauma-informed practice must be culturally grounded. Parents’ emphasis on cultural sensitivity aligns with Stokes and Brunzell (2019), who argue that culturally responsive trauma-informed approaches are more effective because they reflect students’ lived experiences, values, and collective identities. For many African-Australian families, trauma is shaped by complex experiences of displacement, racism, and intergenerational adversity (Correa-Velez et al., 2017).\u0026nbsp;\u003cstrong\u003eConsequently, trauma responses should not only address emotional regulation but also affirm cultural belonging, identity, and resilience.\u003c/strong\u003eIncorporating cultural strengths—such as storytelling, spirituality, and communal care - into trauma-informed education can promote healing, foster resilience, and validate students’ unique cultural experiences (Beeke, 2021; resilience, 2023; Spiteri et al., 2023).\u003c/p\u003e\n\u003cp\u003eParents’ willingness to share home-based strategies such as mindfulness, prayer, or family dialogue further underscores the importance of genuine school-family partnerships. These collaborations provide valuable opportunities for educators to co-create culturally relevant trauma-informed practices in consultation with African communities. As Bronfenbrenner’s (1979) ecological systems theory suggests, children’s well-being is optimised when there is synergy between home and school environments (Crosby, 2015).\u0026nbsp;\u003cstrong\u003eWhen teachers, families, and community leaders work collaboratively, trauma-informed strategies are more likely to be consistent, culturally respectful, and sustainable, ultimately supporting both emotional and educational outcomes for students\u003c/strong\u003e(Greig et al., 2021; Miller et al., 2018).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRecommendations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBased on the findings and discussion, several key recommendations are proposed to strengthen trauma-informed and culturally responsive practices in schools supporting African-Australian students.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eEmbed Trauma-Informed Practice (TIP) in Teacher Education and Professional Learning\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eTrauma-informed education should be incorporated into both pre-service teacher training and ongoing professional development. Structured and continuous learning opportunities will enable teachers to recognise trauma-related behaviours, understand their impact on learning and relationships, and respond with empathy rather than punishment.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eDevelop Culturally Responsive TIP Frameworks\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eSchools should co-design trauma-informed frameworks that reflect the cultural values, experiences, and strengths of African-Australian communities. Collaboration with community leaders, cultural consultants, and parents will ensure that trauma responses align with the diverse cultural narratives and healing traditions of African families.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eFoster Relational Pedagogy and Reflective Practice\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eTeachers should be encouraged to adopt relational approaches that prioritise trust, safety, and emotional regulation. Reflective practice should also be embedded into professional learning, allowing teachers to examine personal biases and assumptions that may affect their interpretation of student behaviour.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eStrengthen School-Family Partnerships\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eSchools should establish consistent, respectful, and meaningful channels for collaboration with African-Australian families. Parents’ knowledge, cultural practices, and coping strategies can be powerful resources for developing culturally grounded trauma-informed interventions. Initiatives such as parent forums, culturally inclusive events, and community workshops can promote mutual understanding and shared responsibility for student well-being.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cem\u003eAdopt Whole-School Approaches to Trauma-Informed Education\u003c/em\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eTrauma-informed practice should extend beyond individual teachers to involve leadership teams, support staff, and counsellors. A whole-school approach ensures that policies, classroom management strategies, and student support services are aligned with trauma-aware principles, creating consistent environments of safety and belonging.\u003c/p\u003e\n\u003cp\u003eImplementing these recommendations will help schools move from reactive behaviour management to proactive, healing-oriented practice that supports both academic engagement and emotional recovery for trauma-affected students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations of the Study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study provides valuable insights into African-Australian parents’ perspectives; however, several limitations must be acknowledged. First, the sample size was relatively small and drawn from specific African-Australian community networks. While the qualitative design allowed for rich, in-depth data, the findings cannot be generalised to all African-Australian families or to other culturally and linguistically diverse groups. Broader studies involving a wider demographic would enhance the generalisability of results. Second, the study relied solely on parental perspectives. Although this provides crucial insights into family experiences and perceptions, it does not capture the views of teachers, students, or school leaders. Finally, given the sensitive nature of the topic, some participants may have been cautious in discussing personal or community trauma in depth. Time constraints and emotional considerations may have also influenced the breadth of data collected. Despite these limitations, the study contributes important exploratory evidence to an under-researched area and offers a foundation for future inquiry.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study concludes that African-Australian parents perceive notable gaps in teachers’ understanding and preparedness to support trauma-affected students. Many educators, according to parents, misinterpret trauma-related behaviours, leading to punitive rather than empathetic responses. Addressing this issue requires a systemic commitment to trauma-informed practice that integrates cultural understanding and relational pedagogy. For African-Australian students to thrive, schools must embed trauma-informed principles into policy, pedagogy, and teacher development, while placing cultural responsiveness at the centre of practice. Recognising the diversity of African experiences- ranging from migration and displacement to racial discrimination- is essential for ensuring that school responses are inclusive and respectful. Stronger partnerships between schools and African-Australian families also play a critical role . Parents’ willingness to collaborate and share culturally grounded coping strategies represents a valuable resource for schools seeking to create supportive and healing environments. Ultimately, trauma-aware and culturally responsive schools foster not only learning but also belonging, safety, and empowerment. By investing in teacher capacity, engaging families, and promoting equity-based practices, education systems can transform classrooms into spaces of healing and opportunity for all children-especially those carrying the weight of trauma.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAbur, W. (2022). Migration and settlement of african people in Australia. 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(2018).\u0026nbsp; psychological wellbeing and experiences in the Australian education system: a mixed-methods investigation. \u003cem\u003eAustralian Psychologist\u003c/em\u003e,\u003cem\u003e 53\u003c/em\u003e(4), 345.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Trauma, primary school, African-Australian families, trauma-informed practice","lastPublishedDoi":"10.21203/rs.3.rs-8669871/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8669871/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe influx of newly arrived African-Australian families into Australia over the past decade has heightened the importance of trauma-informed practice (TIP) in schools. This qualitative study explores African-Australian parents’ perspectives on trauma-informed practice in primary school settings. The study draws on in-depth semi-structured interviews with three African-Australian parents, supported by a review of relevant TIP literature. Providing positive and inclusive educational experiences for African-Australian students and their families remain a critical issue across Australian schools. However, trauma-informed practice is still a relatively emerging concept, and many teachers have limited awareness of the impacts of war, trauma, and resettlement on African-Australian students. As a result, parents often feel hesitant to engage with schools, leading to weak home-school partnerships. For many students, school may become a site where trauma is re-enacted, manifested through emotional withdrawal, hypervigilance, and disruptive behaviours. Teachers without trauma-informed training frequently struggle to respond effectively to these challenges. The findings highlight African-Australian parents’ strong need for schools to adopt trauma-sensitive and culturally responsive approaches that acknowledge the impact of trauma on learning and behaviour. The study also underscores the urgent need for targeted teacher training in trauma-informed practice, the development of culturally sensitive school policies, and the strengthening of collaborative partnerships between schools and African-Australian families.\u003c/p\u003e","manuscriptTitle":"Trauma-Informed Practice in Primary Schools: An African-Australian Parent\nPerspective","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-23 05:29:54","doi":"10.21203/rs.3.rs-8669871/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"4601e4bc-b8a8-4006-b52d-6a45691554d4","owner":[],"postedDate":"January 23rd, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-01-23T05:29:54+00:00","versionOfRecord":[],"versionCreatedAt":"2026-01-23 05:29:54","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8669871","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8669871","identity":"rs-8669871","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}