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Exposure to adverse and traumatic events in childhood has been found to lead to poorer academic and social-emotional outcomes in school settings. The psychological impact of exposure to such events, referred to as childhood trauma, has been identified as a key driver of these educational difficulties. First Nations students have been found to experience higher rates of childhood trauma compared to non-First Nations students, with historical and intergenerational adversity contributing to such difficulties. There are national guidelines in Australia for the use of trauma-informed care practices in schools to reduce the impact of childhood trauma on educational engagement. This pilot case study examines teachers' experiences in a regional school implementing trauma-informed practices with First Nations students. Findings highlight the complexities of balancing students' safety and belonging with teachers' professional and personal needs in sustaining trauma-informed practice. Implications for implementing trauma-informed education with First Nations communities are discussed.

Educational alternatives for disenfranchized young people in school settings have resulted in an increasing number of flexible learning and vocational education programs. The youth in these programs often face multiple adversities that limit their engagement in education. Efforts to support these students require a trauma-informed care approach. Educators from a flexible learning and VET program in Australia were interviewed after completing training in the trauma-informed behavior support online program. The thematic analysis highlighted the relevance of trauma-informed practice and the applicability of trauma-informed pedagogical practices. The research provides insight into the benefits of trauma-informed practices and online training methods for educators in flexible learning and VET settings.