Integrating Trauma-informed Practice into Initial Teacher Education: Challenges and Recommendations

Trauma-informed practice is increasingly recognised as essential to effective and ethical teaching, yet remains inconsistently embedded within higher education programmes in Australia. This chapter explores the imperative of integrating trauma-informed practices into initial teacher education (ITE) programmes to address the preparedness gap among pre-service teachers for working with trauma-affected learners. Drawing on contemporary research and illustrative programme models, the chapter explores how trauma-informed practice can be meaningfully integrated across coursework, professional development, practicum experiences, and accreditation reform. The chapter argues that trauma-informed practice must move beyond reactive or elective offerings and be embedded as a core pedagogical and professional competency. Without such reform, the preparedness gap between teacher training and the realities of trauma-affected classrooms will persist, reinforcing educational inequities and undermining teacher well-being. In advocating for trauma-informed practice as a matter of educational justice, the chapter positions ITE as a critical site for fostering relationally competent, emotionally resilient, and equity-oriented educators.