Creating Trauma-Informed Classrooms

""It is my pleasure to endorse and recommend to you: Creating Trauma-Informed Classrooms: A Compassionate Approach to Supporting Students and Educators. In this book, Glenys Oberg provides a well-researched, yet extremely practical, educator resource for teachers and student support personnel working with trauma-impacted children and young people. Supported by case studies and ideas for practical strategies, this book will be equally as helpful for pre-service teachers during their studies and practicums. A wonderful and helpful contribution to the growing evidence and resource base for trauma-informed education."" Dr Judith Howard, Associate Professor, Queensland University of Technology, Australia; Author of Trauma-aware education: Essential information and guidance for educators, education sites and education systems. ""As a Clinical Psychologist with over 25 years’ experience, I have worked alongside teachers navigating the unseen weight of trauma in classrooms. This powerful book offers not only understanding but practical, compassionate tools grounded in neuroscience and lived school experience. It validates the emotional labour of teaching while guiding educators toward sustainable, trauma-informed practice. A must-read for anyone committed to creating safe, healing spaces for both students and staff."" Dr Rita Princi-Hubbard, PhD, M.Psych(Clin), B.Psych(Hons), MAPS, FCCLP; Australia ""I am pleased to offer my enthusiastic recommendation for Glenys’s work, Creating Trauma-Informed Classrooms: A Compassionate Approach to Supporting Students and Educators. In this insightful book, Glenys provides a clear and comprehensive overview of the research on trauma and its impact on learners in school settings. Through the thoughtful use of case studies, she effectively bridges the gap between theory and the practical implementation of trauma-informed care in schools. Most importantly, the book highlights the critical importance of creating emotional safety for students by fostering a school environment that not only understands trauma but responds to it with compassion and intention."" Dr Rachel Leslie, Academic, teacher, and Guidance Officer; University of Southern Queensland, Australia