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<p>Refugee-background students in Australian schools often experience trauma that significantly affects their wellbeing, engagement, and academic success. While trauma-informed education has gained prominence internationally, limited research has explored how such approaches are conceptualised and implemented in Australian contexts, particularly within structured frameworks such as Multi-Tiered Systems of Support (MTSS) and School-Wide Positive Behaviour Support (SWPBS). This systematic review investigates how trauma-informed pedagogy supports refugee students’ engagement and wellbeing in Australian schools and examines the extent to which multi-tiered frameworks are integrated into these practices. Comprehensive searches were conducted across seven academic databases between September and October 2025, following PRISMA 2020 guidelines. Ten peer-reviewed empirical studies published between 2015 and 2025 met the inclusion criteria. Data were extracted and thematically synthesised using an inductive approach to identify recurring concepts and patterns. Five interrelated themes emerged from the synthesis: the centrality of relationships and pedagogical care; cultural responsiveness and identity affirmation; teacher capacity and professional learning; systemic and structural barriers to implementation; and the emerging alignment of trauma-informed practice with MTSS and SWPBS frameworks. The findings reveal that while relational and culturally responsive approaches are widely recognized as essential for supporting refugee students, there remains limited empirical evaluation of whole-school or system-level implementation. Overall, the review concludes that trauma-informed education in Australia is characterised by innovation but lacks consolidation. Stronger policy alignment, sustained teacher professional learning, and longitudinal research are needed to embed trauma-informed pedagogy within multi-tiered, culturally responsive, and relational frameworks that promote resilience, equity, and belonging for refugee-background learners.</p>

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Trauma-Informed Pedagogy and Refugee Student Engagement in Australian Schools: A Systematic Review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月8日

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  • John Kole

摘要

Refugee-background students in Australian schools often experience trauma that significantly affects their wellbeing, engagement, and academic success. While trauma-informed education has gained prominence internationally, limited research has explored how such approaches are conceptualised and implemented in Australian contexts, particularly within structured frameworks such as Multi-Tiered Systems of Support (MTSS) and School-Wide Positive Behaviour Support (SWPBS). This systematic review investigates how trauma-informed pedagogy supports refugee students’ engagement and wellbeing in Australian schools and examines the extent to which multi-tiered frameworks are integrated into these practices. Comprehensive searches were conducted across seven academic databases between September and October 2025, following PRISMA 2020 guidelines. Ten peer-reviewed empirical studies published between 2015 and 2025 met the inclusion criteria. Data were extracted and thematically synthesised using an inductive approach to identify recurring concepts and patterns. Five interrelated themes emerged from the synthesis: the centrality of relationships and pedagogical care; cultural responsiveness and identity affirmation; teacher capacity and professional learning; systemic and structural barriers to implementation; and the emerging alignment of trauma-informed practice with MTSS and SWPBS frameworks. The findings reveal that while relational and culturally responsive approaches are widely recognized as essential for supporting refugee students, there remains limited empirical evaluation of whole-school or system-level implementation. Overall, the review concludes that trauma-informed education in Australia is characterised by innovation but lacks consolidation. Stronger policy alignment, sustained teacher professional learning, and longitudinal research are needed to embed trauma-informed pedagogy within multi-tiered, culturally responsive, and relational frameworks that promote resilience, equity, and belonging for refugee-background learners.