EUN685 Understanding a Trauma-Aware Approach to Education
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN685 |
|---|---|
| Equivalent(s): | EUCM0015, EUZ685 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 1 2026, Online
| Unit code: | EUN685 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUCM0015, EUZ685 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
Overview
In this unit, you will develop an understanding of complex trauma and trauma-aware education by engaging with key research evidence, theories, and concepts. You will explore practical strategies to strengthen educational practices and policies to respond to the holistic needs of trauma-impacted learners. This unit will equip you to create supportive, responsive educational environments across early childhood education and care, primary and secondary schooling, and higher education.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss and integrate trauma-aware education concepts and research to explain the evidence base for trauma-aware education.
- Critically analyse and review student support planning and behaviour management policy related to professional practice and scholarship in the discipline of trauma-aware education.
- Design and justify modifications to student support planning and education policy through the application of discipline-specific knowledge and skills in trauma-aware education.
Content
This unit will cover the following:
- Trauma-aware approaches and strategies to address the impact of living with the outcomes of complex trauma for learners throughout early childhood education and schooling and higher education.
- Key understandings, research and evidence explaining the impact that living with the outcomes of complex childhood trauma can have on the development, functioning, and education experience of children, young people, and adult learners.
Learning Approaches
In this unit you will learn by engaging in the following:
- lectures (online)
- tutorials (online)
- online learning materials
- peer and group discussions
This unit employs interactive and discussion-based learning, and critical reflection on the intersection of theory, practice and the broader education context.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade.
Assessment
Overview
There are two assessments in this unit:
1. Student Support Planning and Policy - this task draws on trauma-aware approaches and strategies to analyse a case study of a learner who is living with the impacts of complex trauma and examine support planning and policy impacts for this student.
2. Oral Defense - this task brings together trauma aware education concepts and research to participate in an oral defense of your stance regarding the evidence base for trauma-aware education.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Student Support Planning and Policy
You will identify and describe a learner who is living with the impacts of complex trauma. Using GenAI, produce a support plan for this learner and critique it based on your learning from this unit. You will also examine and critique a school behaviour management/support policy that may help or hinder a trauma-aware response to supporting this learner.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Oral Defense
You will participate in an oral defense of your stance regarding the evidence base for trauma-aware education. You will create a one-page summary of your stance before attending your oral defense at a scheduled time and responding to questions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following prescribed and recommended texts are available online through the QUT library and for purchase in the QUT Book Shop. Other resources will be available in the unit's Canvas site.
Resource Materials
Prescribed text(s)
Howard, J. A. (2022). Trauma-aware education: Essential information and guidance for educators, education sites and education systems. Australian academic press.
Recommended text(s)
Howard, J. A. (2013). Distressed or deliberately defiant?: Managing challenging student behaviour due to trauma and disorganised attachment. Australian Academic Press.
Risk Assessment Statement
Content in the Trauma-Aware Education units can include some topics or learning activities that might prove to be emotionally uncomfortable or potentially distressing to some students, particularly if they have lived experience of trauma. Teachers will embed processes to minimise the likelihood of this occurring, and students will be encouraged to take some time away from learning engagement if needed, to process their responses. Students will also be provided with information on how to access further support if needed.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Oral Defense - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, Student Support Planning and Policy - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO3, Student Support Planning and Policy
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Oral Defense - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, Student Support Planning and Policy - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO3, Student Support Planning and Policy