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.