Trauma informed practice: A guide for… | Alannah & Madeline Foundation Skip to main content

We are excited to share an innovative new guide designed to support Early Childhood Education and Care (ECEC) Organisations to embed trauma informed practices in their services.

This practical guide contains comprehensive advice, using genuine case studies to explore how Early Childhood Educators can improve their trauma informed practice to help children thrive.

The pilot practice guide is now available for ECEC services to access free of charge and can be accessed by completing the below form. The pilot guide has been developed specifically for use in Victorian settings, however educators in other Australian states are welcome to explore how the information can be adapted to suit their needs.

Trauma informed practice - A guide for early childhood organisations was produced as part of the Trauma Informed Organisations (TIO) project, led in partnership by the Alannah & Madeline Foundation and Monash University’s Health and Social Care Unit.

It draws on the wisdom, expertise, and insights of the project’s Steering Committee and Design Group, other advisers and experts across both the Early Years and Child, Youth and Families sectors.

The Guide also builds on the foundational work of the complementary guide National Guidelines for Trauma-Aware Education (Queensland University of Technology and the Australian Childhood Foundation), whose authors have kindly shared their time and expertise to support the development of this guide.

Access the Trauma Informed Practice Guide

Complete the form below and we will send you a downloadable PDF of the "Trauma informed practice: A guide for early childhood organisations" straight to your inbox.

Additional support through the Trauma Consultancy Service

The Alannah & Madeline Foundation provides a Trauma Consultancy Service (TraCS) which supports educators working with children aged three to five who have been affected by trauma. TraCS promotes the development of social and emotional competencies in readiness for school by:

  • Helping educators understand challenging behaviours through a 'trauma lens'.
  • Building the capability of educators to respond to challenging behaviours.
  • Using a 'trauma lens' to foster educator wellbeing, ensuring they can stay happy and fulfilled in their roles.
  • Empowering educators to foster trauma-sensitive learning environments.

Find out more about TraCS and explore options for accessing this support through School Readiness Funding.