Recently, there has been significant growth in research exploring the effects of incorporating social and emotional learning (SEL) programs in schools. A broad range of studies point to the worth of schools incorporating SEL programs in their curriculum. Findings suggest that not only does SEL result in pro-social growth for students, such as motivation to learn and improved relationships with peers, it also offers effective protection from negative outcomes, such as reducing emotional distress and conduct problems.

The Kimberley SPACE program was delivered to 6 regional and remote primary schools across the East and West Kimberley education districts in Western Australia. It was a collaboration between the Australian Childhood Foundation (ACF) and the WA Department of Education. It was a pilot study that implemented a culturally responsive program to promote social competence and emotional maturity (regulation) capabilities in primary school aged students, including those with diverse learning needs.

The program had links to a pre-existing ACF school support program, ‘Making Space for Learning”. ‘Making Space for Learning’ draws on neurobiological evidence related to trauma and considers principles and strategies to support students to learn and manage social and emotional relationships at school. Kimberley SPACE translated and expanded this framework into an accessible, child friendly, whole of school program of activities for students, that allowed cultural contexts to be easily included into the curriculum.

The concepts of social competence and emotional regulation were considered in relation to the experience of children with experiential and developmental vulnerabilities such as FASD, neurodevelopmental delays and the experience of trauma.

Findings from the program’s learning and evaluation report will be shared as well as insights into the program’s set up, codesign and delivery.

This presentation explores a community-led model of trauma-informed care in the Kimberley, Western Australia, addressing intergenerational trauma stemming from colonisation and the Stolen Generations reflected in high suicide rates and psycho-social adversity across the community. High workforce turnover among health professionals necessitates innovative, sustainable solutions.

Our project, implemented through the Rural Health West Outreach in the Outback program, draws inspiration from Vikram Patel's community development approach. Recognising the limitations of traditional mental health service delivery in remote settings, we focus on building capacity within the community.

Initially, we provided specialist training to teachers in trauma-informed care, using Stephen Porges' Polyvagal Theory. This involved practical strategies like individual child stress mapping and co-regulation plans, implemented across the classroom to reframe behaviours as “triggered not bad”, and build safety, connection and regulation assistance at the school. While teacher turnover remained high, Aboriginal education assistants (AIEOs) provided crucial continuity. 

This established the school and classroom as a haven of safety, connection and co-regulation 30 hours a week, enabling growth and healing in a holistic setting.

Significantly, AIEOs organically integrated the trauma-informed framework into the wider community, offering support to families outside of school hours, leading to transgenerational healing and trauma-informed parenting that emphasises the importance of safety and connection. This culturally grounded adaptation aligns with Patel's emphasis on community co-creation.

This model is visual, and the storytelling approach is unique, incorporating local knowledge systems and observation-based learning to promote stress regulation. This presentation highlights the program's successes, emphasising the critical role of AEIOs in fostering culturally relevant, sustainable, trauma-informed care.

Contemporary research describes trauma as being experienced through, and living in bodies (van der Kolk, 2014). As a Western therapist and academic, my worldview and education have often privileged human bodies over other-than-human bodies and entities. Working alongside children (most often whom are Māori and/or Pasifika) in Aotearoa has supported a shift in my understanding, renewing an innate sense for me that mauri (lifeforce) flows through everything and that human to human therapy is seldom enough when working with children and communities affected by trauma. 

This presentation will offer insight into working in school communities where the affects of trauma are present. Natural disaster, grief, and attachment disruptions will be explored through the power of collective storying and (k)new materialist theory (Meyer, 2013) in alignment with Te Tiriti o Waitangi, Aotearoa's founding document. Art materials, products and the various stuff and things (Bennet, 2009) present in the therapy room have agency and become strong allies for children as they find ways to support their healing journeys. As a therapist, my aim is not to teach skills or direct, rather, it is to support the agency of all beings and bodies in space, human and other than, empowering children to access the resources in their everyday worlds to support their healing. To āta, gently slow down, to notice, reflect and reignite what is already known deep in the bodies of these incredible little beings is where the magic of creative arts therapy comes alive.

Consent has been granted to share anonymous stories, vital art works and materials to offer a close in, tangible taste of the vibrant matter (Bennet, 2009) ever present in the lives of the children and school communities I have the privilege of working alongside.